Miss Estruch Teach & Tell

The 2026 Biology exams are over... but before we move on, there's one thing every teacher should do. Reflect. In this episode of Miss Estruch Teach & Tell, I share the three biggest trends I noticed across this year's AQA and OCR A Level Biology papers—and, more importantly, what I'm changing in my teaching ready for September. Rather than waiting until next spring to react, now is the perfect time to make small adjustments that could have a huge impact on student outcomes next year. In this episode we discuss: Why the Apparatus and Techniques table deserves far more attention than many of us give it How required practical skills are increasingly assessed in unfamiliar contexts The rise of AO1 extended response questions on Paper 1 Teaching students to recall mark scheme points—not just content Why application questions are becoming increasingly unpredictable Helping students become confident with unfamiliar scientific contexts Practical teaching strategies to implement from September I also share details of my Head Start sessions designed to help students transition confidently into the next academic year. Head Start Sessions 🎓 Head Start to A Level Biology (Year 11 → Year 12) https://www.missestruch.co.uk/head-start-to-alevel 🎓 Head Start to Year 13 (Current Year 12 students) https://www.missestruch.co.uk/head-start-to-year13

September doesn't have to feel overwhelming. In this episode of Miss Estruch Teach & Tell, I share three practical ways to start the new school year with better systems, stronger boundaries, and less stress. Rather than spending the summer creating endless new resources, I explain how tools like Claude AI can help you improve the lessons and schemes of work you already have, why planning with SEND in mind benefits every student, and how reflecting honestly on last year can help you avoid burnout before it starts. In this episode we cover: How to use AI to improve existing lessons and schemes of work Why Claude works well as a teaching planning partner SEND-first lesson planning that supports all learners Small classroom changes that improve accessibility and behaviour Why reactive planning creates unnecessary workload Reflecting on last year's challenges before September begins Setting realistic teacher boundaries you'll actually stick to Building systems that make the whole year easier Whether you're an ECT, classroom teacher, middle leader or Head of Department, this episode is designed to help you start September feeling prepared rather than overwhelmed. If you're looking for practical teacher workload tips, evidence-informed teaching strategies, AI for teachers, SEND-friendly planning ideas, and sustainable teaching habits, this episode is for you.

It's June. Year 11 are gone. Year 13 are gone. You have a list of jobs as long as your arm and a brain that is absolutely running on fumes. This episode is your gain time game plan. I'm walking you through exactly how I'd use Claude Cowork to work through the planning jobs you've been saving up all year — schemes of work, lesson resources, question packs, knowledge organisers — faster, and without staring at a blank document for forty-five minutes. I'll give you real prompts you can use straight away, the top tips that actually make a difference, and — crucially — the flaws and pitfalls to be aware of, because this tool is brilliant but it is not perfect, and you need to know where to keep your critical eye switched on. If you've been curious about AI but don't know where to start as a teacher, this is the episode. Subscribe to Teach and Tell for practical ideas on teaching, planning, and making the job more sustainable.

Every four years the World Cup arrives and suddenly your students seem far more interested in football than biology. My argument? Stop fighting it. In this episode of Miss Estruch Teach & Tell, I explore how the World Cup can become one of the most powerful teaching tools in your biology classroom. From osmoregulation and respiration to infectious disease and plant biology, the specification is playing out on the pitch in real time. We discuss: ⚽ Hydration, sweating and osmoregulation ⚽ ADH, kidneys and negative feedback ⚽ Glycogen, respiration and energy systems ⚽ Muscle contraction and sports performance ⚽ Infectious disease transmission and R numbers ⚽ Epidemiology and mass gathering events ⚽ Plant biology, active transport and nutrient uptake ⚽ How to use major sporting events to increase student engagement ⚽ Why real-world examples matter for motivation and retention I also share a free classroom resource from the Miss Estruch Biology channel: The Biology of the World Cup:  The Science of the World Cup | World Cup World Cup 2026 Biology Explained  This is a student-focused video exploring the biology behind the world's biggest sporting event, featuring insights from experts in sports nutrition, physiology and sports turf science. Perfect for: GCSE Biology teachers A Level Biology teachers Secondary science teachers Biology departments looking for real-world examples Teachers wanting to increase engagement without sacrificing rigour Remember: The World Cup is not a distraction from biology. It is biology!

To get access to free resources on a wide range of biology topics, learn about upcoming teacher training courses (including a course on epigenetics this October), and find out more about the work of the EMBL Science Education and Public Engagement Team, you can subscribe to our newsletter or follow us on social media using the links below:Newsletter: https://www.embl.org/ells/newsletter/LinkedIn: https://de.linkedin.com/company/embl-science-educationFacebook: https://www.facebook.com/EMBL-ELLS-15186136151218 Epigenetics is one of the most fascinating (and challenging) topics in A Level Biology. In this episode of Miss Estruch Teach & Tell, I sit down with Rachel, biology teacher, former scientist, and epigenetics educator, to explore how teachers can make this complex topic more accessible, engaging, and meaningful for students. Drawing on her experience as a researcher and her recent training at the European Molecular Biology Laboratory (EMBL), Rachel shares practical classroom strategies, common misconceptions, and exciting developments in the field that go far beyond the specification. We discuss: Why students often struggle with epigenetics Common misconceptions about inheritance and gene expression The role of non-coding DNA and chromatin structure The emerging science of the epigenetic clock How flipped learning can improve understanding Data analysis activities that build exam confidence Using real scientific research in the classroom The benefits of collaborating with scientists and universities How to teach a rapidly evolving area of biology with confidence Whether you teach A Level Biology, are interested in the science of gene regulation, or simply want new ideas for tackling difficult concepts, this conversation is packed with practical takeaways.

  Revision lessons can be so tough to make engaging and fun, and not just answering exam questions.   In this episode of Miss Estruch Teach & Tell, I break down exactly how I structure revision lessons that build exam skills, improve revision habits, and develop the mindset needed for A and A* performance. This is an updated version of one of my most popular episodes, now combined with ideas from my recent CPD session: The A* Blueprint. Inside this episode: • How to structure revision lessons with visible progression • Why mindset matters inside revision lessons • Active recall starters that actually work • How to use card sorts beyond simple recall • Diamond 9 activities for AO2 and evaluation skills • Jumbled answer activities for exam technique • Using MARCKS analysis to turn mistakes into actionable targets • Why students need to feel productive struggle • The role of confidence and emotional association in revision I also share the exact activities I use in my own A level Biology revision lessons, including pair work strategies, TARSIA activities, SMART targets, and retrieval tasks designed to push students towards A* thinking. Free resource: Download my Biological Molecules Card Sort here: Miss Estruch Biology Resources

Most teachers focus on content gaps when students miss out on top grades. But what if the real barrier between an A and an A* is not knowledge… but mindset? In this episode of Miss Estruch Teach & Tell, I break down the practical mindset strategies I use in my own classroom to help students move beyond fear, perfectionism, and fixed beliefs about intelligence. We explore: • Why some high potential students stay stuck at a B or A • What fixed mindset actually sounds like in an A level classroom • How to explicitly teach productive struggle • The Learning Pit and Iceberg Illusion strategies • Why challenge questions can transform resilience • How MARCKS analysis reframes failure into actionable improvement • The language shifts that change how students respond to difficulty This is not about motivational posters or toxic positivity.  It is looking at practical classroom implementation that helps students persist when the work gets difficult, especially in subjects like A level Biology where the jump from GCSE can hit confidence hard. If you want more students reaching those top grades, mindset cannot be left to chance. The A* Blueprint: Why Mindset Might Be the Only Thing Standing Between Your Students and an A** TEASER HOOK I want you to think about a student you've taught. Smart kid. Works hard. Knows their content. And yet, come results day, they get a B — maybe a high B — and you're standing there thinking, they should have got an A. They had it in them. So what went wrong? I've been teaching biology since 2009, and I used to think the answer was always more content, more past papers, more revision. And yes, all of that matters. But the more I taught, the more I started to realise that the students who were genuinely transforming their grades — the ones crossing from B to A, from A to A* — they weren't necessarily the ones who knew the most. They were the ones who thought differently about learning. Today I want to talk about mindset. Not in a fluffy, stick-a-motivational-quote-on-the-wall kind of way. In a really practical, this-is-what-I-actually-do-in-my-classroom kind of way. Because I genuinely believe that if you're not explicitly teaching mindset, you are leaving grades on the table. And I don't want that for your students. Let's get into it. MAIN CONTENT Part One: The A* Is Not Just a Knowledge Problem So, I ran a CPD session for teachers recently called The A* Blueprint. And I opened it with a provocation: A is not just about knowing more content.* That might sound obvious. But if you look at how most of us teach — how most departments run revision sessions — everything is content-led. Cover the spec, do the past papers, mark the papers, repeat. And I'm not saying that's wrong. But it only addresses one third of the picture. Because when I look at what actually separates A* students from A students, it comes down to three things: exam skills, revision habits, and mindset. And of those three, mindset is the one that almost never gets taught explicitly. It gets left to PSHE, or form time, or — honestly — it gets left to chance. And that's the gap I want to help you close. Part Two: What Student Mindset Actually Looks Like in Your Classroom Let me paint you a picture of what fixed mindset sounds like in a biology classroom, because I promise you, you've heard all of these. "I'm just not naturally good at maths." "I can't write essays." "It's too late to change how I revise." "I failed that test — I'm never going to get this." "I don't want to ask for help because everyone else seems to get it." These aren't just throwaway comments. These are beliefs that are actively blocking your students from improving. And the thing is, students often don't even realise they're doing it. It's not drama, it's not an excuse — it's a genuine belief system that they've built up, often over years. And here's what makes it so dangerous in A-level biology specifically: the jump from GCSE is significant. A lot of students who sailed through GCSE hit a wall in Year 12, and instead of thinking this is hard, I need to adapt, they think I'm not as clever as I thought I was. And once that belief takes hold, it is really hard to shift — unless we actively work on it. Part Three: The Mindset Moves That Actually Work So what do I actually do? Let me give you some concrete strategies, because I am not here for vague advice. First: teach mindset explicitly, and do it early. Don't wait until students are struggling in Year 13 to have a conversation about growth mindset. Start Year 12 — even the very first lesson — with a session on how the brain learns, what it means to struggle productively, and why difficulty is not a sign that you're failing. It is a sign that you are learning. I love using the Learning Pit for this — the idea that learning isn't a smooth upward curve, it's more like climbing in and then out of a pit. Students go in feeling confident, hit confusion, feel stuck, and then — if they push through — they come out the other side with real understanding. The key message is: being in the pit is not a problem. Refusing to climb out is. Show them that diagram. Talk about it. And then refer back to it throughout the year. When a student says I don't get this, you can say — you're in the pit. That's exactly where you should be right now. Let's work on climbing out. Second: use the Iceberg Illusion. This is something I use with students and it lands every single time. We only ever see the success — the A*, the confident student in the exam, the person who seems to just get it. What we don't see is everything underneath: the failure, the confusion, the hours of practice, the embarrassing wrong answers, the times they nearly gave up. I use celebrity examples for this because teenagers respond to them — people who were rejected, who failed publicly, who were told they weren't good enough, and who became exceptional anyway. But honestly? Your own story works just as well. Be vulnerable with your students. Tell them about a time you struggled with something. It normalises struggle in a way that no poster ever will. Third: change the language you use when students hit hard questions. This one is small but it is so powerful. When you give students a really challenging exam question — AO3, unfamiliar context, the kind that makes them groan — notice the language in the room. Notice your language too. Instead of saying this is a hard one, don't worry if you don't get it, try: this should feel uncomfortable. If it feels easy, you're not in learning territory. Reframe difficulty as evidence of progress. Like going to the gym — if it doesn't challenge you, it doesn't change you. And I have a little line I love that I use with my students: be a hobnob, not a rich tea biscuit. A rich tea biscuit dunked in tea? It dissolves. Falls apart under pressure. A hobnob? Sturdy. Holds together. That's what we're building in A-level biology — students who don't crumble when the questions get hard. Fourth: use challenge questions as a mindset intervention. In every lesson, I try to have what I call a mindset challenge question — something genuinely difficult, something where there isn't an obvious answer. And I'm really deliberate about how I frame it. I say things like: "You will get confused at some point in this lesson. I expect every single one of you to need my help. That's not a problem — that's the plan." When you say that upfront, something shifts. Suddenly asking for help is not a sign of weakness — it's part of the process. You've given students permission to not know yet. And fifth: normalise failure as part of the timeline. One of the things that holds students back most is the belief that if they don't get it now, they won't ever get it. That a bad test result is a verdict rather than data. So I try to actively teach the idea that failure is part of the timeline of success — not the end of it. After every test, I use what I call a MARCKS analysis — students categorise where they lost marks: was it Maths? Application? Reading the question? Clarity of answer? Knowledge? Or Statements per question — where they had the right idea but didn't write enough points? This turns a mark on a page into actionable information. It shifts the question from why am I bad at this to what specifically do I need to work on next. That's a huge mindset shift, and it comes from giving students a framework. Part Four: The Practical Implementation — Where to Start I know this can feel like a lot, so let me give you one simple place to start. The next time you return a test to your students, before you hand back the papers, spend five minutes on the iceberg. Show them the image — or just describe it. Talk about what success actually looks like underneath the surface. And then, when you hand the papers back, frame it as data. Not as a grade. As information about what to do next. That's it. That's one lesson. And over time, those moments compound. Outro If you took nothing else from today, take this: your students are not just struggling with content. Some of them are struggling with the belief that they can improve. And that belief — more than any mark scheme, more than any practice paper — is what we need to address if we want to see more A*s. You don't need a perfect mindset curriculum. You need consistent, intentional moments in your lessons where you name the struggle, normalise it, and show students a path through it. That's the blueprint. If you found this useful, I'd love to hear what you're going to try in your classroom — come and find me on Instagram at miss.estruch.teach.and.tell, or drop me an email. And if you want the full CPD session — all of the resources I mentioned today, including the MARCKS analysis framework and the spaced retrieval tracker — those are available over at missestruch.co.uk. See you next week. suggest 3 titles and complementaty thumbnails and a description       Here are three stronger, higher CTR title and thumbnail combinations that fit the tone of the episode and your audience of teachers wanting practical, evidence informed strategies. Title: Why Some Students Never Reach an A* (Even When They Know the Content) | S2 E36 Thumbnail text: They Know It… So Why No A*? Why it works: This creates curiosity and tension immediately. It challenges the assumption that content knowledge alone drives top grades. Title: The A* Blueprint: The Mindset Shift That Changes Student Grades Forever | S2 E36 Thumbnail text: Mindset = Higher Grades? Why it works: Keeps your branded “A* Blueprint” concept while making the payoff clearer and more transformational. Title: The Real Difference Between A and A* Students (It’s NOT More Revision) | S2 E36 Thumbnail text: A vs A* Psychology Why it works: This directly attacks a common teacher assumption and positions the episode as insight-driven rather than generic motivation content. My strongest recommendation for CTR: The Real Difference Between A and A* Students (It’s NOT More Revision) | S2 E36 Thumbnail: A vs A* Psychology It feels punchy, teacher relevant, curiosity driven, and very clickable in the education space. Podcast / YouTube Description: Most teachers focus on content gaps when students miss out on top grades. But what if the real barrier between an A and an A* is not knowledge… but mindset? In this episode of Miss Estruch Teach & Tell, I break down the practical mindset strategies I use in my own classroom to help students move beyond fear, perfectionism, and fixed beliefs about intelligence. We explore: • Why some high potential students stay stuck at a B or A • What fixed mindset actually sounds like in an A level classroom • How to explicitly teach productive struggle • The Learning Pit and Iceberg Illusion strategies • Why challenge questions can transform resilience • How MARCKS analysis reframes failure into actionable improvement • The language shifts that change how students respond to difficulty This is not about motivational posters or toxic positivity. It is about practical classroom implementation that helps students persist when the work gets difficult — especially in subjects like A level Biology where the jump from GCSE can hit confidence hard. If you want more students reaching those top grades, mindset cannot be left to chance. Resources mentioned: • MARCKS Analysis Framework • Spaced Retrieval Tracker • Full A* Blueprint CPD Session Available here: Miss Estruch CPD Resources  

Millie and I noticed during our teaching careers how much teacher CPD changed over time. When I started teaching in 2009, there seemed to be far more opportunities for meaningful training, schools were more willing to fund courses, and there was a stronger culture around professional development. But in recent years? Budget cuts, cancelled courses, generic online training, lack of cover staff, and one size fits all CPD seem to have become the norm. In this episode of Miss Estruch Teach & Tell, I’m joined by Millie from Steplab (https://steplab.co/uk) to discuss: Why teacher CPD often feels ineffective The shift towards online and “tick box” training Why experienced teachers struggle to find specialist CPD SEND, ADHD and autism training in schools Why school culture massively impacts teacher development The problem with inspirational training that never changes practice How instructional coaching and video models can improve teaching What makes CPD actually lead to better classroom practice   We also explore how Steplab works with schools and trusts to create evidence-informed professional development that genuinely supports teachers and students. If you’re a teacher, middle leader, senior leader, ECT, or interested in improving teaching and learning in schools, this episode is packed with valuable discussion points. Find out more about Steplab: https://steplab.co/uk

I am so excited for this episode. Today, I am joined by Ross McGill, founder of Teacher Toolkit, whose work has reached over 21 million teachers worldwide. If you have ever felt overwhelmed by lesson planning, buried in marking, or unsure whether your feedback is actually making an impact… this episode is going to completely shift how you think about teaching. Ross shares practical, evidence-informed strategies that help you reduce workload while improving teaching and learning. There are so many moments in this conversation where I was thinking… every teacher needs to hear this. in this episode, we cover • Why planning should be a thought process, not a document • The 5 minute lesson plan and how to use it effectively • The difference between feedback, feed up and feed forward • Why marking every book is not the answer • The power of the pause and improving questioning • How metacognition actually works in the classroom • What brain research tells us about attention, stress and learning • Practical strategies you can implement immediately Links and resources mentioned 5-minute lesson plan template https://www.teachertoolkit.co.uk/wp-content/uploads/2026/02/[email protected]  Ross McGill books (including his upcoming science of learning release) https://www.amazon.co.uk/stores/Ross-Morrison-McGill/author/B00G33GTEO?ref=ap_rdr&shoppingPortalEnabled=true  Ross McGill bio and website https://www.teachertoolkit.co.uk/ross-morrison-mcgill/?ad=20190130learnaboutrossmpu     

If you teach AQA A level Biology and want to prepare your students more strategically for the Paper 3 essay, this episode is for you. In this episode, I break down how I analyse every essay title that has appeared since 2007 to identify the themes most likely to return in 2026. I explain the patterns I look for, including frequency, recency, repeat cycles, and long gaps between appearances, and how that helps narrow down the most likely essay topics. I also share the 2 themes I think are worth prioritising this year, plus 2 extra curveball titles that would be excellent essay practice for revision. In this episode, I cover: • how the AQA Biology essay works and what it is really assessing • the patterns that show up repeatedly in past essay titles • which themes can probably be ruled out for 2026 • the two titles I think are strongest to prepare for • how to turn this analysis into practical revision lessons and essay practice The key message is this: this is not about guessing with certainty. It is about using the data to revise and teach more strategically. Resources and links: A Level Biology 2026 Practice Papers: https://www.missestruch.co.uk/2026-A-Level-Biology-Practice-Papers  These are designed to be as close to the real exam as possible and are ideal for helping students build exam technique, confidence, and application before summer 2026. They include: • realistic exam style questions • mark schemes • AQA and OCR options • optional video walkthroughs These are especially useful if you want students to: • practise under timed conditions • identify gaps in content knowledge • improve exam technique • build confidence with unfamiliar questions If you found this episode helpful: Please follow the podcast and share it with a colleague teaching A level Biology this year.  

If you are teaching OCR A level Biology and wondering where to focus revision for 2026, this episode breaks it down using nine years of past paper analysis. In this episode, I share exactly: • The topics that are consistently heavily assessed across Papers 1, 2 and 3 • What was significantly underassessed in 2025 • How those two datasets overlap and why that matters • The highest priority topics for each paper • How to approach synoptic revision effectively for Paper 3 • Why Module 2 foundations still matter, even when not explicitly tested The key message this year is clear: The topics that have historically driven exam performance are the same topics that were underrepresented in 2025. This gives you a very strong, data-driven direction for what to prioritise now. What to Focus on for 2026: Paper 1 priorities: • Transport in plants • Excretion • Neuronal and hormonal communication • Communication and homeostasis • Photosynthesis and respiration Paper 2 priorities: • Communicable diseases • Biological molecules • Manipulating genomes • Cloning and biotechnology • Biodiversity and evolution Paper 3 priorities: • Synoptic links across modules • Respiration and photosynthesis • Biodiversity • Communicable diseases Plus: • How to embed Module 2 foundations across all revision Links and Resources: A Level Biology 2026 Practice Papers (AQA and OCR): https://www.missestruch.co.uk/2026-A-Level-Biology-Practice-Papers  These papers are designed to be as close to the real exam as possible, with: • Realistic exam structure and question style • A strong balance of AO1, AO2 and AO3 • Mark schemes included • Optional video walkthroughs for full explanations If you found this helpful: Follow the podcast so you do not miss future episodes Share it with a colleague teaching OCR this year And explore the full dataset linked in the episode

One topic has dropped to just one mark for two years in a row. Another was completely missing last year. Both of those patterns matter, and in this episode, I'm breaking down exactly what they mean for your revision priorities. This is my annual AQA A Level Biology past paper analysis for 2026, focused on Paper 1 and Paper 2. I go through every specification point, track how frequently topics appear, when they were last assessed, and how the mark weighting has shifted over time. Not to predict the exam, but to help you teach more strategically without adding to your workload. ⏱️ WHAT WE COVER:- Paper 1 priorities - Paper 2 priorities - Maths skills that are embedded across both papers - Practical skills most likely to come up - How to use this analysis practically without rewriting your schemes of work 📌 This episode is for A-Level Biology teachers who want a data-driven approach to revision planning, not guesswork. 🔔 Follow the podcast for more strategies to streamline your workload and improve student outcomes. Practice Papers 2026 https://www.missestruch.co.uk/2026-A-Level-Biology-Practice-Papers #ALevelBiology #AQABiology #BiologyTeacher #ALevelRevision2026 #TeachingAndLearning #BiologyRevision #MissEstruchTeachAndTell #ExamPriorities #TeacherCPD

Are you spending lesson time teaching content that students could have prepared at home?   In this episode, I'm joined by Henry Exham to talk about flipped learning. What it actually is, why it works, and how to implement it in a way that students genuinely engage with. We get into the practical side: how to set clear, directed pre-lesson tasks, how to model the process so students know what's expected, and why this approach means less failure, more independent learning, and more time in lessons where it really matters — on the hard exam skills.   We also explore his Teaching and Learning leadership role, where there's been a real shift in how lesson observations and lesson plans are approached. It's no longer about listing activities — it's about demonstrating that your teaching is grounded in the science of learning. We unpack what that looks like in practice and why this shift matters for professional development and classroom impact.   Whether you're new to flipped learning or looking to refine how observations work in your school, this episode is packed with takeaways.   ⏱️ WHAT WE COVER:  - What flipped learning is and why it reduces failure  - How to set pre-lesson tasks students will actually complete  - More lesson time for exam skills and deeper questioning  - Developing independent learners  - The new purpose of lesson observations  - How lesson plans should reflect the science of learning     Website - www.mrexham.com  Biology Channel - https://youtube.com/mrexham  EdTech Channel - https://www.youtube.com/@MrExhamsEdTech  Linkedin - Henry Exham https://www.linkedin.com/in/henryexham/   TikTok - https://www.tiktok.com/@mrexham?is_from_webapp=1&sender_device=pc  Instagram - https://www.instagram.com/mrexham/

If you are still spending hours creating PowerPoints, worksheets, and revision lessons, or if you feel uninspired by your revision lessons and are struggling to engage your students, this episode is going to change everything!   In this step by step guide, I show you exactly how to use Canva AI and Canva Code to:• Generate full lesson PowerPoints in seconds• Create fill in the gaps activities instantly• Build matching and card sort tasks• Design full revision lessons for computer rooms This is one of the biggest teaching workload hacks right now. These tools allow you to create, adapt, and reuse high quality resources in minutes, not hours. Perfect for:• Creating inclusive and engaging resources• Last-minute lesson prep• Revision lessons If you want to save time and transform your teaching, this is a must watch. Follow for more teaching tips to transform your classroom.

Lesson observations are one of the most daunting aspects of teaching. When done poorly, they can destroy morale, create performative lessons, and erode trust within a school. But when done well, observations can become one of the most powerful professional development tools a school has. In this episode of Miss Estruch Teach & Tell, I’m joined by Craig Randall from Trust Based Observations to unpack how lesson observations should actually work and why so many systems get it wrong. We explore the difference between observations designed to judge and observations designed to learn. Craig explains how trust is built slowly through repeated observations and why one-off high stakes observations rarely give an accurate picture of teaching. Instead of creating pressure for teachers to perform a “perfect lesson”, the Trust Based Observations model focuses on building professional trust, improving teaching through dialogue, and supporting teachers rather than evaluating them. We also discuss the fears many teachers have when being observed and the challenges leaders face when trying to observe staff in a way that builds trust rather than anxiety. If lesson observations in your school feel stressful, performative, or unfair, this conversation will give you a completely different perspective on how they can work. What we cover in this episode • Why traditional lesson observations often damage trust in schools • The problem with judging teachers based on one or two observed lessons • Why teaching cannot be accurately evaluated through snapshots • The psychology of trust and the “marbles in the jar” analogy • Why the first several observations should focus only on positive feedback • When and how constructive feedback should be introduced • Why feedback should focus on just one improvement at a time • How observations can shift from evaluation to professional learning • The different concerns of the person observing vs the teacher being observed The key idea behind Trust Based Observations is simple: observations should be about learning, not judging. When schools focus on building trust first, observations become a powerful tool for professional growth rather than a source of anxiety. Guest Craig Randall Founder of Trust Based Observations Learn more about the approach here: https://trustbased.com/    If you enjoyed this episode, please subscribe, leave a review, and share it with a teacher who might need to hear it.  

In this episode, I’m joined by Bukky Yusuf, an experienced senior leader and coach, to talk about the real path into school leadership. We cover what progression actually looks like in practice, how to prepare for senior leadership roles, and the mindset shifts that matter just as much as your CV. Bukky shares her leadership journey from mainstream science teacher to senior leadership, including her time as a local authority secondary science consultant, and how those experiences accelerated her trajectory into whole school leadership. We discuss: Leadership pathways are rarely linear Bukky explains how broad experience, including consultant work, can build credibility even if your job titles do not look like a typical ladder. What to do now if you want to progress How to build evidence of leadership through whole school projects, working groups, leading CPD, and influencing beyond your department. Leadership presence and leadership speak Why your communication style, language, and how you show up matters, especially when you are trying to be seen as senior leadership potential. Leadership style and school fit Democratic leadership, coaching style leadership, pace setting leadership, and why different settings require different approaches. Why mindset can make or break your application We talk imposter syndrome, self perception, and how doubt can show up subliminally, even when you think you are masking it. The role of coaching, especially for women How coaching can help you rehearse, craft your narrative, build confidence, and step into leadership without trying to become someone you are not. What to look for before you take a leadership role How to read a job advert for clues, why visiting a school matters, what to notice in reception, routines, and culture, and which questions to ask in interview. Salary conversations and negotiation Why it matters, why many teachers never do it, and how to prepare to ask confidently and professionally. What leadership interview days actually involve Teaching a lesson, data analysis tasks, safeguarding and complaints scenarios, presentations, student panels, governor panels, and the “marathon” nature of two-day leadership interviews. If you are a middle leader, aspiring leader, or considering a move into senior leadership, you will come away with practical next steps and a clearer understanding of what schools are really looking for.   Essential Links Discussed: Expression of interest for Leadership Coaching: https://forms.gle/oNNhCgSTkMYA9zmm9 My website link: https://teachleadcoachofficial.com/   Confidence-building toolkit: offer details

At BETT 2026, I met Sarah Cooper and Curtis Scott from The Sixth Form Bolton, and I was blown away by what they are doing at their sixth form. Their presentation on how they are using Canva Education was not theoretical. It was strategic, practical and entirely focused on improving teaching and learning while reducing teacher workload. In this episode of Miss Estruch Teach & Tell, we unpack exactly how they are using Canva AI and Canva Code to transform traditional paper-based, time-heavy classroom activities into powerful, reusable digital tools. We discuss: • How static worksheets are being replaced with interactive digital activities • The shift from manual marking to auto marked quizzes • Creating interactive matching tasks, fill in the gap exercises and flashcards • Building student websites • Instantly collating and tracking assessment data visually • Using data more intelligently to inform teaching Most importantly, we explore how this approach: • Reduces unnecessary repetition • Improves student engagement • Increases retrieval practice • Makes formative assessment far more efficient • Supports a data informed approach to teaching This episode will challenge you to rethink what is possible with AI in education. The future is not about replacing teachers. It is about equipping teachers with tools that amplify impact and reduce workload.  Have you experimented with Canva AI or Canva Code in your setting? Share your experience in the comments or send me a message. Essential links discussed: Presentation:https://www.canva.com/design/DAHBGrj0M8o/HyHV_LNjvPOFOUSNEodysw/view?utm_content=DAHBGrj0M8o&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h95bf7ca8b0 Health and Social Care Coded Website: https://www.canva.com/design/DAGt0gxYXgY/btcqJLy2VFhQBNJT1u819Q/view?utm_content=DAGt0gxYXgY&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h4d6ddad5c8 Digital Hub:https://temp1234567.my.canva.site/digital-support-hub  

The UK government is debating whether social media should be banned for under 16s. Australia has already introduced restrictions. Spain is considering similar moves. This is no longer theoretical; it is a real policy discussion that could directly affect students, teachers, and schools. In this episode, I sit down with Lewis Matheson from Physics Online to unpack what a ban would actually mean in practice. We explore: • What the Australian restrictions really cover • Whether YouTube should be treated differently from TikTok and Instagram • The impact on disadvantaged students who rely on free educational content • Whether bans push young people towards less regulated spaces • Why stricter mobile phone policies in schools may come first As classroom teachers turned content creators, we examine both sides. The documented harms of social media and the genuine educational benefits that are often overlooked. Is a blanket ban a solution? Or is it a blunt policy tool for a complex issue? Listen to the full discussion and decide for yourself. If you work in education, your perspective matters, share your thoughts in the comments.

Struggling to set a mock exam that your students have not already seen? In this video, I explain why I created brand new 2026 A-level Biology practice papers for AQA and OCR, and how they are built using detailed past paper analysis to mirror real exam structure. For years, I have analysed every single AQA and OCR paper, linking every mark back to the exact specification point. I track: • Topic frequency • When topics last appeared • AO1, AO2 and AO3 distribution • Maths weighting • Required practical assessment • Paper 1, 2 and 3 structural patterns I used this analysis to write completely unseen practice papers that behave like real exams, without students recognising questions or memorising mark schemes. If you want access to: The full past paper analysis spreadsheet → Email [email protected]  The 2026 A-level Biology practice papers (AQA and OCR) → https://www.missestruch.co.uk/2026-A-Level-Biology-Practice-Papers  If you are using these as mocks, make sure you use them before Easter to ensure students have not encountered them. Drop any questions in the comments and let me know how you are using them in your department.

If a student fidgets, forgets equipment, interrupts, or fails to start work, we often label it as poor behaviour or low motivation. But for many students, what you are seeing is ADHD. In this re-release episode of Miss Estruch Teach & Tell, I break down what ADHD actually is, how it really presents in classrooms, and what genuinely helps without adding to teacher workload. This episode covers: Why ADHD is not a lack of effort or poor parenting How ADHD affects executive function, attention, and regulation Why ADHD is so often misinterpreted as defiance or laziness The real barriers ADHD students face in school systems Practical classroom strategies that make the biggest difference How predictable structures improve outcomes for all students If you work with students who struggle to start tasks, regulate emotions, manage time, or cope with change, this episode will shift how you see their behaviour and your role in supporting them.

How much of your lesson is spent talking… and how much is students actually thinking? In this episode of Miss Estruch Teach & Tell, I’m breaking down flipped learning in a practical, realistic way for busy secondary teachers. This is not about reinventing your teaching or becoming a full time YouTuber. It’s about reclaiming lesson time from chalk and talk and using it where it actually makes the biggest difference. I cover: Why traditional lessons feel rushed and overloaded What flipped learning actually is (without the buzzwords) How flipping lessons increases challenge and feedback time Why student independence improves rather than declines The real fears teachers have and what actually happens in practice How to use flipped learning sensibly without increasing workload If curriculum content keeps growing but lesson time doesn’t, this episode will give you a realistic strategy to make lessons work harder without burning yourself out. Perfect for: Secondary teachers GCSE and A level teachers Science and content-heavy subjects Teachers short on time but high on expectations If you found this useful, share it with a colleague who feels permanently behind on content.

Home education is growing fast in the UK, and for many families, science is the subject that causes the most anxiety. In this episode of Miss Estruch Teach & Tell, I’m joined by Amanda Childs, founder of Sparking STEM, to explore why more families are choosing home education, the challenges of teaching science outside a traditional school setting, and how high quality practical science can still be delivered safely, rigorously, and in line with exam expectations. We talk about what parents are seeing on the ground post pandemic, common misconceptions schools have about homeschooling families, and where misunderstandings often arise. Amanda shares why science is often the sticking point for families, what goes wrong when it is not properly supported, and how Sparking STEM bridges the gap through curriculum aligned, AQA endorsed practical science sessions. We also look ahead to the future of science education, asking whether home education is a short term trend or a long term shift, and what flexible, skills based science learning could look like over the next five to ten years. This episode is essential listening for teachers, parents, and anyone interested in how science education is evolving beyond the classroom. Guest Amanda Childs, founder of Sparking STEM www.SparkingSTEM.org Inspire To Learn IGCSE Biology Hub https://www.sparkingstem.org/igcse-biology-hub.html  For Home Educators https://www.sparkingstem.org/home-education.html   Effective Outreach With Children - Training for STEM researchers https://www.sparkingstem.org/outreach-training.html 

Are students’ attention spans really getting shorter, or is something else happening in the brain? In this episode of Miss Estruch Teach & Tell, I unpack the neuroscience behind student attention, executive function, and focus.  I look at what research actually says about attention spans, the role of the prefrontal cortex, dopamine, and digital distraction, and why staying focused feels harder for young people than ever before. More importantly, we tackle the question teachers are asking everywhere right now: should we be adapting lessons to shorter attention spans, or actively training students to focus for longer? This episode explores: • The neurobiology of attention and executive function • Why novelty and distraction are rewiring attention habits • The difference between catering for attention limits and training focus • Whether more activities, images, and movement actually help • Evidence-based strategies to build attention stamina in the classroom. If you want neuroscience informed, realistic strategies that improve engagement without turning lessons into entertainment, this episode is for you.

Leaving teaching is often framed as a dramatic overnight decision. That was never my reality. In this episode, I share the honest, six year journey of how I built a business alongside full time teaching and why I stayed in the classroom long after I could have left financially. I talk through my career from classroom teacher to Head of Science, how a flipped learning CPD accidentally led to a YouTube channel, how tutoring and small income streams added up over time, and why timing mattered more than money when it came to leaving teaching. This is not a quit your job episode. It is a realistic, behind the scenes look at side hustles, multiple income streams, fear, identity, and what it actually takes to create financial and time flexibility as a teacher. If you are interested in one to one coaching to explore side hustles, business ideas, or content strategy, details are linked below. https://www.missestruch.co.uk/coaching

We all agree that A-level students need to be independent learners. But what does independent learning actually look like in practice? In this episode of Teach and Tell, I’m joined by Maria Bateson to unpack a question many teachers wrestle with daily: Is it really independent learning if we tell students exactly what to do? And can students ever become truly independent if we do not explicitly model the process first? We explore the tension between scaffolding and autonomy, why students do not magically arrive at sixth form knowing how to organise themselves, and how removing support too early can actually damage outcomes. Maria shares a four step weekly independent task her school has embedded across KS5. We break down exactly how it works, why it is effective, and how it has contributed to improved student grades. (view a sample here https://docs.google.com/document/d/1nZvzj4fgQOz-HcrjUt6z8H_ZdUOtVr0Mt78_NSeTm2Q/edit?tab=t.0) We also discuss collaborative learning, group work, and whether heavy scaffolding undermines independence or enables it. This episode is ideal for teachers, heads of sixth form, and anyone interested in evidence informed practice at A level.

Loneliness is often framed as an issue affecting older adults. But the evidence tells a very different story. In this episode of Teach and Tell, I’m joined by Farhana Mann ( https://www.youtube.com/@DocFMann) to explore what research from the past 10–15 years shows about social isolation in teenagers, why 13–17 year olds are one of the most lonely age groups, and how this links to mental health, neurodivergence, and school experience. We discuss:  Why loneliness follows a U shaped curve across the lifespan Why teenagers experience such high levels of social isolation How loneliness in adolescence links to anxiety and depression Whether young people with ADHD and autism are more vulnerable to mental health difficulties and why The role of masking, unmet needs, and school environments Why schools play a critical protective role What teachers can realistically do to build belonging and prevent long term harm.   This conversation is essential viewing for teachers, pastoral leads, SEND teams, school leaders, and anyone working with young people.   Loneliness is not just a wellbeing issue. It is an early warning sign. And schools are one of the most powerful places for prevention. Listen to the full episode to understand the science, challenge common myths, and reflect on how school culture, relationships, and everyday classroom practices can make a lasting difference. https://pmc.ncbi.nlm.nih.gov/articles/PMC9636084/ further reading (paper discussed in episode)

If you’ve ever wondered how to actually use AI safely and effectively in your teaching, this episode is for you. Today I’m joined by Matthew Wemyss, international school leader and bestselling author on AI in education, to dig into the realities of AI in schools: the opportunities, the risks, and the mistakes teachers need to avoid. We talk about: • The GDPR traps teachers fall into without realising • What you must not upload into AI tools • How to reduce AI bias in your resources • Which AI tools are safest for schools (Microsoft Copilot, Gemini, NotebookLM) • Why AI should support teacher autonomy, not replace it • How to turn your existing teaching into more efficient, higher-impact practice • How students’ use of AI is already shaping classrooms • The future of AI governance in schools Whether you’re experimenting with AI or still feeling cautious, this episode gives you the clarity you need to feel confident, protected, and efficient. Listen in and learn: how to use AI, how not to use it, and how to keep your workload under control without compromising student data or safeguarding. Matthew Wemyss Linkedin Books AI Bias in Education: Performing Critical Oversight: Perspectives and Practical Approaches for Educators AI in Education: An Educator's Handbook (AI in Education: Handbook Series)     

If you’ve ever wished your planning, marking, or resource creation could take minutes instead of hours, this episode is for you.   I sat down with AI educator John Dolman to explore Notebook LM, Google’s grounded AI tool that lets you upload your teaching materials and instantly generate: • lesson notes • revision summaries • infographics • slide decks • audio explanations • and more We break down exactly how teachers can use Notebook LM to streamline workload without losing professional judgement, and we share the features most people don’t even know exist yet. Whether you teach GCSE, A level, or beyond, this conversation will give you practical ideas you can use tomorrow.

AI is transforming teaching... planning, marking, differentiation, feedback. But what if the tools we rely on are reinforcing hidden biases? In this episode, I sit down with Victoria Hedlund, physicist, former science teacher, and AI bias researcher, to explore the uncomfortable truth about gender, race, age, and neurodiversity bias inside the AI models used across schools. We discuss: • Real examples of AI bias in images, explanations, and feedback • How AI tools shape student identity and self-perception • Why different models (ChatGPT, Gemini, Canva, Copilot) show different biases • The risks teachers don’t realise they’re taking when using AI without oversight • Practical ways to protect students and reduce bias in everyday teaching Victoria’s book, AI Bias in Education, and what it will mean for schools If you’re a teacher, leader, or anyone using AI to support learning, then this episode is essential.

Gen Z get labelled as snowflakes, entitled, lacking resilience and overly sensitive… but is any of that actually true? In this episode of Teach & Tell, I’m joined by Alex Atherton, former head teacher, keynote speaker and author, to break down the stereotypes and share the real story behind Gen Z’s behaviour, challenges, and resilience. We explore: • Why the media’s narrative about Gen Z is so misleading • The economic and social pressures uniquely shaping this generation • How social media and constant comparison affect their confidence and decision-making • The role of teachers in building critical thinking, resilience and independence • What leaders must understand about multi-generational teams • Why calling Gen Z ‘snowflakes’ misses the point entirely If you teach, lead, parent, or work with young people, this conversation will give you a completely different lens on the generation walking through our classrooms and workplaces.   #genz #education #teachers #teachertips #leadershipdevelopment 

So many autistic and neurodivergent students are misunderstood, masked, or completely missed in today’s classrooms, and teachers are left without the training or tools to support them. In this episode, I’m joined by psychologists Dr Christine and Dr Sam from Neurodiversity Docs to break down the realities of autism, ASC, executive function, and how teachers can support students who are struggling but not showing it. We discuss: • Why autistic girls and AFAB students are chronically under-identified • How masking hides needs until students burn out • What teachers should look for when a student is “fine” academically but struggling socially or emotionally • The difference between skill deficits and oppositional behaviour • Practical, classroom-ready strategies teachers can use tomorrow • Why so many students have executive function difficulties post-pandemic • What teachers can do when they feel unsupported or undertrained. This is an honest, compassionate conversation about autism acceptance, inclusive classrooms, and small adjustments that make a huge difference to autistic and neurodivergent learners. Follow Dr Christine and Dr Sam on Instagram → https://www.instagram.com/theneurodiversitydocs/ Books: Autism Rules by Dr. Christine Le Available on Amazon https://tinyurl.com/ya7v7zwk The Hawaii Snowman by Dr. Christine Le Available on Amazon https://tinyurl.com/mryphj5w 

In this episode, I’m joined by Jocelyn Mayo, specialist teacher and education consultant from Zestar Education, to unpack what executive function (EF) really means and why it’s the missing link in helping both neurodivergent and neurotypical students thrive. We discuss: ✅ The key executive function skills students rely on every day ✅ How teachers can plan lessons that support all learners (including ADHD, and ASC students) ✅ Practical classroom strategies that make learning easier for everyone ✅ Why understanding EF helps reduce anxiety and boost self-regulation   This conversation is a must-listen for teachers who want to make lessons more inclusive without adding to their workload. 📩 Download free teaching resources: https://www.missestruch.co.uk/resources 💬 Follow Jocelyn: https://zestareducation.co.uk  LinkedIn https://linkedin.com/in/jocelynmayo 

Canva just changed the game for teachers.   In their 2025 Imagination Era update, Canva launched a brand-new AI presentation generator that can build your entire lesson PowerPoint from one prompt, complete with visuals, layouts, and even student-led activities. In this episode of Miss Estruch Teach & Tell, I walk you through: ✅ How to use Canva’s new AI to generate PowerPoints instantly ✅ Ways to add student-led activities like quizzes and discussions ✅ Real classroom examples of how to use this feature ✅ Key dos and don’ts before using AI for lessons This update is a total time-saver for busy teachers, whether you’re creating lessons, CPD sessions, or revision resources.   💡 Mentioned in this episode: Canva Imagination Era launch → https://www.canva.com/launches/

AI is transforming schools, but how do we keep it ethical, safe, and actually useful for teachers? In this episode of Miss Estruch Teach & Tell, I’m joined by Alex More, a consultant with over 22 years of teaching experience, to explore how schools can harness AI without losing the human touch. We unpack: The real differences between ChatGPT, Gemini, Copilot, and Claude How to use AI agents to create adaptive resources (without replacing teachers) Why every school needs an AI ethics policy Safeguarding students against synthetic intimacy and data misuse How to spot AI-generated student work The “good guy” vs “bad guy” AIs The rise of responsible digital citizenship   If you’re a teacher wondering what AI can do for you, and what it shouldn’t, this episode is a must-listen. Alex More: https://linktr.ee/alexmorelearning (links to email, blog and research) STEM Learning Unlocking AI: https://www.stem.org.uk/cpd/ondemand/537857/unlocking-ai-potential-teachers STEM Learning Ethics in AI Course (New): https://www.stem.org.uk/cpd/ondemand/543713/ethical-use-artificial-intelligence-ai TeachMate: https://teachmateai.com/ Good Future Foundation AI Quality Mark: https://www.goodfuture.foundation/ai-mark  

Which AI tools are actually worth your time in 2025? In this episode, John Dolam (the AI English Teacher) shares the top platforms that help teachers — from voice-to-text for feedback to Notebook LM for lesson prep. We go into limitations to be aware of and essential ethics around the use too! John Dolam's blog https://theaienglishteacher.wordpress.com/ Jogn Dolman LinkedIn https://www.linkedin.com/in/john-dolman-3836b8251/?originalSubdomain=uk Lazy Techers blog post https://www.linkedin.com/posts/john-dolman-3836b8251_aiineducation-edtech-futureoflearning-activity-7385794675783127040-L61G?utm_source=share&utm_medium=member_desktop&rcm=ACoAAD43yxMB7D2qeoKQX69d-2M63nNUa0X_gzc These tools save hours, boost creativity and make admin tasks easier, so you can focus on what really matters: teaching.

Ever feel like your PowerPoints look a bit dull or take hours to create? In this episode, I’ll walk you through how to use Canva’s presentation generator to instantly build colourful, professional slides tailored to your lessons. You’ll discover how to: Use Canva’s Describe your presentation feature to generate full lesson decks Edit templates like “Label the Heart” or “What is DNA” to fit your objectives Create your own brand template for consistent, time-saving lesson design Avoid the pitfalls of Canva’s Magic Media AI (and what to use instead)   Whether you’re refreshing old resources or planning a new scheme of work, Canva will transform the way you create presentations. It’s free for teachers, fast to learn, and produces results that students love. 🎧 Tune in on Apple, Spotify, or YouTube — and don’t forget to leave a review to help other teachers discover Teach & Tell!

Teaching the AQA A-level Biology required practicals doesn’t have to be stressful. In this episode, I’ll show you why the apparatus and techniques table in the specification is actually more important than the practicals themselves when it comes to exams—and how you can help your students master it. We’ll also cover how to structure your lessons around the 12 required practicals, from prep to write-up, and I’ll share free resources to make your life easier, including: ✅ Equipment lists ✅ Step-by-step methods ✅ Data collection and presentation tips ✅ Top tips and common mistakes ✅ Risk assessments   Plus, I’ll be filming each required practical with a focus on the top tips and mistakes to look out for—so keep an eye out for those! 🔗 Download the free teacher pack for all required practicals here: https://www.missestruch.co.uk/required-practical-1-free-teacher-guide https://www.missestruch.co.uk/required-practical-2-free-teacher-guide https://www.missestruch.co.uk/required-practical-3-free-teacher-guide https://www.missestruch.co.uk/required-practical-4-free-teacher-guide 📘 Check out my Active Recall Workbook for A-level Biology practical skills: https://www.missestruch.co.uk/offers/7bZVUfuz/checkout If you found this helpful, don’t forget to subscribe and follow for more practical tips to save you time and stress in the classroom.

Teenagers get a bad reputation for being rude and ungrateful. But my experience online tells a different story. My 16–24 audience—students preparing for GCSEs and A-levels—are some of the most polite, respectful, and grateful people I’ve ever worked with. Meanwhile, on my teacher-facing platform, the harsh comments often come from adults who aren’t even teachers. So why does this happen? In today’s episode, I reflect on the disparity between the two audiences and explore why public respect for teachers seems to fade after school. Is it the media narrative about “lazy teachers”? Is it that everyone thinks they’re an expert because they went to school? Or something else entirely? We’ll also look at why students appreciate teachers so much, how algorithms push content to non-followers, and why negative comments almost always come from adults, not young people. Sleep Teach Repeat Podcast recommendation- https://youtu.be/GhVnn80Nq-s?si=n5_wGqXXtJxhxbpx If you find this conversation helpful, don’t forget to hit subscribe and leave a 5-star review. It really helps the podcast reach more teachers!

Ever set a test and then spend your entire evening marking the same short answer or mutilple choice question 60 times and wondered if there is a more automated and efficient way to do it? Well, yes there is! With Google Form. In this episode, I’ll show you how to: • Create quick quizzes and homework checks in Google Forms • Use auto-marking and teacher-marked questions together • Access instant graphs of class performance • Spot misconceptions and plan reteaching straight away • Save your quizzes to reuse year after year

Is using AI as a teacher ethical? That’s the big question in today’s episode of Miss Estruch Teach & Tell. AI tools like ChatGPT can save us hours by writing emails, reports, and references in minutes. But is it right? Could it make our communication feel less personal, or even unfair when students aren’t allowed to use AI in their exams? In this episode, I cover: ✅ The pros and cons of using AI for teacher emails ✅ Whether it’s ethical to use AI for reports and references ✅ How students really feel when they think teachers are using AI ✅ Environmental and privacy considerations you need to know ✅ My view on how to use AI responsibly without losing your authenticity

Are you buried under emails from parents, colleagues, and school admin? In this episode of Teach & Tell, I’ll show you how to use Microsoft Outlook to finally take control of your inbox. From setting rules and folders to flagging reminders, pinning urgent items, and creating out-of-office messages for the holidays, these practical tips will help you streamline your workload and reduce stress. By the end of the episode, you’ll know how to: ✅ Filter and prioritise urgent vs. non-urgent emails ✅ Automate with rules and sweep ✅ Use flags, reminders, and categories effectively ✅ Pin crucial messages and create smart search folders ✅ Set up an out-of-office for holiday boundaries   Make your inbox work for you, not against you!

This week I’m joined by Steven Puri, a former Hollywood exec turned productivity coach, who shares some of the most unexpected and useful time-saving lessons for teachers. We explore: How to work in ‘flow states’ even with a chaotic school day Realistic productivity strategies teachers can actually stick to Mental reframes that make boring tasks faster   Steven brings stories and ideas from his years at DreamWorks, 20th Century Fox, and as a 3x tech CEO, showing that even the busiest teachers can reclaim calm, control, and creativity. 🧠 Want to learn more?📍 Find out more about the Sukha productivity app at: TheSukha.co/?ref=katharine7z and use the code KATIE25 to get 25% off for life! ✨ Don’t forget: – Subscribe so you never miss an episode Leave a quick review to help more teachers find Teach & Tell Share with a teacher friend who needs to hear this! You bring the coffee, I bring the Teach & Tell.

Teachers are not therapists. But every day, you’re on the frontlines of a mental health crisis — watching students struggle with anxiety, low mood, overwhelm, and disengagement. What can you actually do to help? In this episode of Miss Estruch Teach & Tell, I’m joined by licensed therapist Iuri Melo, co-founder of SchoolPulse, to break down how teachers can support student mental health without needing a counselling qualification or taking on more emotional load. We cover: What the data shows about the rising mental health challenges in teens Why teachers feel stuck or overwhelmed by wellbeing responsibilities Protective, proactive factors that really make a difference in school culture How to respond when students open up — even if you feel unsure what to say Why SchoolPulse is a powerful model for mental health support without adding to teacher workload Whether you’re an ECT or an experienced educator, this episode is packed with realistic, grounded advice for navigating student wellbeing.   💡 Resources from Iuri Melo & SchoolPulse: Free Mental Fitness & Academic Success Videos for Teachers & Students YouTube: www.youtube.com/@SchoolPulsePodcast/videos?view=0&sort=dd&shelf_id=2 The World’s Most Comprehensive Mental Health Resource Page Link: t.ly/SxNUU Know Thy Selfie – A guide to emotional self-awareness for students Link: t.ly/juUMB Connect with Iuri Melo on Social Media Instagram: www.instagram.com/iuritmelo Facebook: www.facebook.com/iuritiagomelo LinkedIn: www.linkedin.com/in/iuri-melo-1b41482/

In the final episode of Season 1, we’re taking a moment to look back on the year, celebrating what you did well, reflecting on what you’d like to improve, and making sure you’re ready to take a proper break this summer. 🎉 Topics in this episode: How to celebrate your wins and set realistic goals for next year Ideas to fully rest and recharge over the summer My own summer plans with a house full of four-year-olds in Spain! My current book recommendation: Think Again by Jacqueline Wilson 💬 I’d love to hear: What were your favourite episodes this season? What topics or themes do you want in Season 2? Did you attend my free CPD sessions this year? Were they helpful? What should I cover next?   Thank you for joining me for Season 1—see you in September! Remember: you bring the coffee, and I bring the Teach & Tell.   Previous CPD sessions: ChatGPT in education - https://youtu.be/WeKlJkUh0Qo  Streamline your workload - https://youtu.be/sx6jPbdlFl0   

Results Day 2025 is nearly here—are you ready? In this episode, I break down everything teachers need to know to support students on Results Day, including: ✅ What to bring on Results Day (grade boundaries, exam board access) ✅ How to interpret results and advise on remarks ✅ Essential Clearing advice for students, including when they can add a Clearing choice (13:00, 14 August 2025) ✅ Top tips for helping students call universities confidently ✅ Links to UCAS Clearing guidance   Get my free A-level Results day and CUAS clearing 2025 checklists here https://www.missestruch.co.uk/TTresultsday 🔗 Useful link: 👉 UCAS Top Tips for Calling Universities During Clearing: https://www.ucas.com/applying/after-you-apply/clearing-and-results-day/what-is-clearing/top-tips-for-calling-universities-during-clearing

Wondering if you’ve got one more year left in you — or quietly thinking about leaving teaching altogether? In this episode, I share my journey of leaving the classroom in 2024 after 15 years as a teacher and Head of Department. I am also joined by Lisa Harding, career coach and founder of the Teacher Career Transition Academy, who works with teachers navigating career change. Together we discuss: Signs it might be time to leave Mindset shifts that open new doors What to do over the summer to explore your options How to identify your transferable skills What the January 2026 exit route could look like Whether you’re ready to leave, thinking about a side hustle, or just exhausted and needing perspective, this episode is here to support you. LINKS: Lisa Harding’s Teacher Career Transition Academy: Teacher Career Directory: https://www.teachercareertransitionacademy.com/teacher-career-directory?utm_source=podcast_guest  Website: https://www.teachercareertransitionacademy.com/   Book a coaching call with Katie: https://www.missestruch.co.uk/coaching  Related episodes: S1 E03 | Preventing Teacher Burnout S1 E05 | Teacher Pay Crisis - How to Make More Money as a Teacher S1 E29 | September Sorted: Your Summer Planning Guide for a Smoother Start

September always arrives faster than we expect—but that doesn’t mean you have to start the year in chaos. In this episode, I’m sharing why the summer term is the perfect time to plan ahead and how you can do it in a realistic, teacher-friendly way. From team-wide curriculum updates to pencilling in school events, we’ll cover a mix of big-picture strategies and nerdy little wins that set you up for success. You’ll Learn: What types of planning make sense to do in summer  Ways to split up curriculum and SOW planning across your team How to manage your own teaching goals for next year Resources that’ll save you hours in the autumn term Freebies & Resources Mentioned: AQA Topic Lessons: https://www.missestruch.co.uk/aqa-topic-lessons GCSE Skills SOW: https://www.missestruch.co.uk/gcse-skills-sow A-level Skills SOW: https://www.missestruch.co.uk/a-level-skills-sow AQA Essay Lessons: https://www.missestruch.co.uk/essay-masterclass Required Practicals Workbook: https://www.missestruch.co.uk/practical-workbook Maths Skills Workbook: https://www.missestruch.co.uk/maths-skills-workbook Free Carbohydrates Lesson: https://www.missestruch.co.uk/free-carbohydrates-lesson    If you’re a teacher who loves a fresh start or just needs one job ticked off before summer, this episode is for you. Subscribe and leave a review to help more teachers find the podcast. You bring the coffee, I bring the Teach & Tell!

Tutoring privately comes with a whole new set of challenges—especially when parents expect immediate results. In this episode, I share how to manage expectations from the very first enquiry, safeguard yourself as a tutor, and avoid burnout from unrealistic demands. You’ll learn: What to include in your tuition information pack How to set boundaries around grade guarantees The importance of honest communication with families Why I record every Zoom lesson—and why you should too How to write your own disclaimer using ChatGPT Links Mentioned: 📘 Download my Tuition Info PDF → https://drive.google.com/file/d/1h4mGWmPxjWTYDAciZtheQyb7e9UPJAyL/view?usp=sharing 🧠 Visit my website → https://www.missestruch.co.uk 🎨 Canva for Teachers episode → https://www.youtube.com/watch?v=rlsk5hqpZlg Let’s Connect: Instagram → @miss.estruch.teach.and.tell Website → https://www.missestruch.co.uk

On paper, your timetable looks lighter. In reality? You’re juggling school events, report writing, UCAS references, and internal exams—all crammed into the term you thought would be calm. In this episode, we dive into: What teachers really face during ‘gained time’ Why it often results in less time than before How to reframe your expectations and plan smarter Practical steps for streamlining your end-of-year workload   Quick Win: Use a ready-made lesson to save yourself hours this week. https://www.missestruch.co.uk/aqa-topic-lessons Resource Roundup: Learn how to use ChatGPT to automate and simplify those tedious teaching tasks. Watch the free CPD here → https://www.youtube.com/watch?v=WeKlJkUh0Qo Helpful Links: AQA Ready-Made A-Level Lessons → https://www.missestruch.co.uk/aqa-topic-lessons  GCSE & A-Level Skills SOWs → https://www.missestruch.co.uk/teach-and-tell-bio-resources  Essay Teaching Bundle → https://www.missestruch.co.uk/offers/JpHSX5jS 

Is ChatGPT the enemy—or your new classroom assistant? In this episode of Teach & Tell, I break down: How to teach students to use AI for study support (without cheating) and Red flags that suggest AI-generated homework 🎧 You’ll learn: ✅ How to guide students to use ChatGPT ethically ✅ Warning signs to spot cheating   📄 Download my Prompt Sheet for Teachers: https://www.missestruch.co.uk/free-chatgpt-prompts 💬 Let’s connect: Instagram: @missestruch.teach.and.tell Website: https://www.missestruch.co.uk