Artichoke Media

Are today’s classroom technologies really making teachers’ lives easier? In this episode of Teachwire Talks, Helen Mulley is joined by Ashleigh Kennedy from Dell Technologies and product marketing consultant Richi Fontaine to explore whether edtech is living up to its promise. Together, they discuss how technology has transformed schools, from interactive whiteboards to AI, and examine why workload remains such a challenge, even as new tools continue to emerge. Finally, they share practical insights into using digital tools more strategically, helping you save time while improving teaching and learning. About ED360 Teachers are under growing pressure to manage heavier workloads, respond to diverse student needs, close learning gaps, and confidently adopt new digital and AI-enabled approaches in the classroom. To support them effectively, schools need practical tools and accessible professional learning that can make an immediate difference. A clear next step is to register to join ED360 – Dell’s hub for smarter teaching – where educators can explore practical ideas, tackle common challenges, and see how modern technology and AI can support teaching and learning. The platform includes webinars, podcasts, classroom-ready resources, and expert-led content designed to help schools embrace future-ready IT and bring AI-driven learning into the classroom. Alongside ED360, educators can also benefit from other valuable resources such as Microsoft Learning Zone and Intel Skills for Innovation. Intel Skills for Innovation helps educators integrate technology into everyday learning through ready-to-use lesson plans, professional development, and real-world projects that build digital, problem-solving, and innovation skills. Microsoft Learning Zone is an AI-powered education app from Microsoft designed to help teachers create interactive lessons and learning activities more quickly. Register to join ED360 here . By encouraging teachers and school leaders to engage with ED360 and these wider resources, we can help reduce pressure, build confidence, and give educators practical support to create more engaging, inclusive, and future-ready learning experiences.

Conker bans in schools due to health and safety concerns may be an urban myth, but when we’re responsible for other people’s children, how much risk should we accept? In this episode, headteacher and author Rae Snape and teacher and founder of Learnella, Adam Petrie, join Helen Mulley to explore how schools can protect children without wrapping them in cotton wool, and why learning to judge risk is such an important part of growing up.

Call it zero tolerance, warm-strict or high standards – some schools take an approach to classroom discipline that leaves no space for individual ways of concentrating. But what if the child doodling all over their notes is paying attention? In this episode, art teacher Emma Delpech and forest school teacher Rachel Summers join Helen Mulley to unpack fidgeting, doodling and stimming through the lens of self-regulation, exploring why a still classroom isn’t always a listening one.

How can families unlock the support their child needs, and does it have to involve a formal diagnosis for schools to provide it? In this episode, host Helen Mulley is joined by former headteacher Lucy Rundle and parent Laura Albero, whose children have SEND. Together, they explore what equitable support really looks like, and whether schools can respond effectively to individual needs within a system of limited resources and increasing demand.

Schools have been policing pupils’ hairstyles forever, but are strict hair policies really about maintaining standards, or simply about control? Hair is deeply personal. It’s bound up with culture, identity and genetics. So why do schools care so much about it? In this episode, MAT CEO Anthony Benedict and headteacher Hannah Carter join Helen Mulley to explore what hairstyle policies reveal about power, control and individual expression.

On the surface, a seating plan is simply a practical tool for organising a busy classroom and keeping learning on track. But in our desire to control chaos, do we risk constricting curiosity? In this episode Helen Mulley is joined by Lewis Ames from Children of the Forest and education consultant Leslie Patterson to explore what a truly flexible and empowering education environment might look like.

How can we help students become thoughtful, critical users of AI? In this episode of Teachwire Talks, host Helen Mulley explores what pupils really understand about the AI tools they’re already encountering. Alongside Helen are guests Ben Garside and Emma Staves, both former educators now working at the Raspberry Pi Foundation . Together, they discuss what AI literacy means and how to teach it when you’re still getting to grips with AI yourself. About Experience AI Experience AI is an educational programme that offers cutting-edge resources on artificial intelligence and machine learning for teachers and students. Developed in collaboration by the Raspberry Pi Foundation and Google DeepMind, the programme supports teachers in the exciting and fast-moving area of AI, and gets young people passionate about the subject. Experience AI lessons The set of free lessons has everything teachers need to deliver AI and machine learning sessions in secondary school, including lesson plans, slide decks, worksheets, and videos. The lessons focus on AI applications that are relatable for young people and are designed so that teachers in a wide range of subjects can use them.

In this brilliantly bonkers episode of AIYC, Michael Rosen and MC Grammar join host Helen Mulley to explore rap, rhyme and collaborative writing, sharing practical ideas to help children fall in love with language. They also talk about their new book, Ridiculous Raps and Rhymes – a hilarious, high-energy rhyming adventure. Using this episode as a foundation, the free accompanying resource pack helps children explore the craft of rap. They’ll think about what makes a great rap or poetry performance, experiment with rhythm and rhyme, and discover how ideas often become stronger when writers work together. Teaching overview The unit begins by exploring the relationship between poetry and rap. Pupils listen to performances by Michael Rosen and MC Grammar, discussing rhythm, rhyme and repetition, and considering how poems and raps use language to create meaning, energy and enjoyment. They also reflect on the similarities and differences between the two forms, thinking about what makes each unique. Pupils then explore performance and collaboration. They consider how expression, pace and rhythm bring words to life, before discussing how Michael Rosen and MC Grammar developed ideas together. Through this, they reflect on the importance of listening, sharing ideas and working creatively with a partner. The next stage focuses on creating original raps. Working in pairs, pupils gather ideas, experiment with words and rhythms aloud, and develop their writing through discussion and rehearsal. They gradually shape and refine their raps, using repetition, rhyme and performance techniques to strengthen their work. The sequence concludes with performance and reflection. Pupils share their raps with others, respond to feedback and consider what they have learned about writing collaboratively, performing confidently and using spoken language creatively, leaving the unit with a deeper appreciation of poetry, rap and the creative writing process.

In this set of lessons, author Chip Colquhoun invites KS2 pupils to explore storytelling as something everyone does daily, showing how personal experiences, memories and familiar tales can all become the starting point for original writing. Using an episode of the Author in Your Classroom podcast as a foundation, the resource encourages children to think about what storytelling really is and where ideas come from. Pupils listen to Chip reflect on storytelling as a shared human activity, discuss the stories they encounter in their own lives and consider how writers take inspiration from existing stories to create something new. Teaching overview The unit begins by exploring storytelling as a part of everyday life. Pupils listen to Chip describe how stories are told in many different ways, share their own examples and identify key stories that have shaped their thinking or experiences. They then gather inspiration from a range of sources, including books, films, games and personal memories, building a bank of ideas for their own writing. Pupils then move on to story structure, where they break down familiar narratives into key moments. They use these ‘story beats’ to support planning, adapting known structures to develop their own original ideas while maintaining a clear sense of shape and progression. The next stage focuses on oral rehearsal. Pupils retell their stories aloud, experimenting with expression, rhythm and clarity. Through talking their ideas through, they refine plot details and strengthen their understanding of how stories work in practice. Following this, pupils begin writing their own story or opening. They draw on narrative techniques such as dialogue, description and humour, using their plans as support while making creative choices and improving their work through reflection and peer discussion. Win an author visit from Chip Colquhoun Anyone who pre-orders Bestest Story in the World Ever before 10th September 2026 can enter a draw to win a free school author visit from Chip Colquhoun by uploading their receipt at Epic Tales. 30 schools will win in total, with entries rolling over each month for more chances to win. Buying from a bookshop could double your chances, since bookshops can also nominate schools directly.

Deliver an inspiring virtual author experience through an engaging episode of the Author in Your Classroom podcast featuring Michael Rosen. Centred on his anthology On the Move, the session explores themes of migration and identity. Rosen explains how daydreaming can unlock ideas and voice, encouraging young writers to “make it personal” a principle that underpins the entire unit. Pupils study Rosen’s poem The Migrants in Me, responding both emotionally and analytically to its themes. Carefully chosen podcast extracts introduce each stage of learning, while supporting resources, including planning sheets, idea cards and working wall materials, promote independent writing. Teaching overview This four-part unit develops pupils’ poetic skills progressively. The first session introduces daydreaming as a creative strategy, allowing pupils to generate ideas by following their thoughts and linking them to personal experiences, inspired by Rosen’s approach. In the second session, pupils focus on imagery and figurative language. They explore similes, metaphors, personification and idioms, examining how Rosen creates vivid and memorable images. The third session centres on drafting original poetry. Pupils select their preferred form and shape their writing carefully, drawing on personal memories and emotions. The final session focuses on refinement and sharing. Pupils perform their poems, offer feedback and improve selected lines. A class recital provides an opportunity to celebrate their work and build confidence. By the end of the unit, pupils will understand how Michael Rosen crafts authentic, personal poetry. They will recognise the value of daydreaming in the creative process and feel ready to write poems with meaning and purpose.

Bring a bestselling children’s author into your classroom and guide pupils through planning and writing a story centred on a supervillain. In this episode of Author In Your Classroom , award-winning author and illustrator Liz Pichon, creator of Shoe Wars and the Tom Gates series, shares practical tips for crafting memorable villains and the worlds they inhabit. She demonstrates how everyday events and real-life stories – like a disagreement between two brothers who made shoes – can spark funny and exciting story ideas. This teaching sequence supports pupils in developing characters, plotting scenes and applying descriptive writing techniques. It takes them from generating initial ideas to creating their own supervillains and writing scenes that bring those characters to life. Carefully selected podcast extracts accompany the unit, providing insight into a professional author and illustrator’s process and encouraging pupils to see themselves as storytellers. Teaching overview Over four sessions, pupils begin by exploring where story ideas come from, collecting inspirations from personal experiences, observations and interests to build a bank of potential stories. They then design a main villain, developing appearance, personality, behaviour and backstory, learning how motivation and depth make characters compelling. Pupils plan and write a scene introducing their supervillain, using techniques modelled by Liz Pichon, including humour, dialogue, alliteration, similes and vivid description. Finally, they expand their story universe, creating settings, objects and doodles to bring their villain’s world to life, using working walls or personal notebooks as inspiration. By the end of the unit, pupils gain confidence in creating imaginative characters and scenes, connecting their writing to authentic author practice while building creativity and storytelling skills.

In this teaching sequence, pupils are guided by a virtual visit from bestselling author Lisa Thompson to develop ideas for engaging and memorable characters. Based on an episode of the Author in Your Classroom podcast, this fully resourced unit helps pupils explore how to create compelling characters for their own stories. Using The Graveyard Riddle as a springboard, the unit breaks down the creative process, showing how professional authors craft distinctive characters and build intrigue through careful use of detail and dialogue. How to use this resource Across five structured sessions, pupils listen to selected podcast extracts and respond through discussion, planning and writing. They start by gathering unusual and interesting character ideas, then shape these into original, fully formed characters. Pupils analyse how Lisa Thompson introduces characters, investigate how dialogue reveals personality and practise their own dialogue through talk and role play. The sequence concludes with pupils writing and refining a short narrative scene that incorporates purposeful, correctly punctuated speech. Learning outcomes Pupils gain practical strategies for generating character ideas, understand how dialogue conveys personality and information, and apply these techniques in their own writing. The unit also develops spoken language, planning, drafting and editing skills, with clear progression and opportunities for peer discussion and feedback.

Are your pupils smarter than a Stone Age engineer? Helen Mulley investigates in this episode of Teachwire Talks, alongside Jennifer Wexler from English Heritage  and maths communicator Thomas K Briggs. Together, they unpack how Stonehenge was constructed and precisely aligned to the solstices, revealing extraordinary ancient engineering and maths. They also chat about how these prehistoric problems can spark powerful STEM learning in today’s classrooms. Find out how you can bring prehistory to life with a school visit to Stonehenge . About the guests Jennifer Wexler  is the historian of prehistoric sites at English Heritage, and former project curator on the Grave Goods Project and World of Stonehenge Exhibition at the British Museum. Her research interests include archaeological and mortuary landscapes, digital heritage, forgotten histories, and the public presentation of archaeology. Thomas K Briggs  is a learning and education consultant for museums, galleries, libraries and archives, in the heritage sector and beyond. He is the author of  The Mathematician’s Library , about the books that unlocked the power of number, and has also set up the  History and Mathematics in Education Network  (HaMiEN) to encourage and facilitate connections between people interested in history and maths.

Invite a professional children’s author into your classroom with this dynamic action-writing unit inspired by Jason Rohan’s S.T.E.A.L.T.H: Access Denied. Linked to the Author In Your Classroom podcast, this resource guides KS2 pupils through creating high-energy action stories with engaging characters and fast-paced plots. Rohan shares how his Marvel Comics internship in New York and experiences living in Japan influenced his storytelling and shaped his creative process. Short podcast clips accompany each stage of the teaching sequence, offering pupils a behind-the-scenes look at how authors plan and craft their stories. Teaching overview Across the structured sessions, pupils will: Find story inspiration – Explore how Rohan discovers ideas and use visual prompts to generate their own “jumping-off points.” Plan story arcs – Map beginnings and endings to maintain pace using comic-style planning sheets. Create contrasting characters – Analyse traits and apply “role-on-the-wall” templates to develop richer characters. Craft gripping openings – Understand why strong openings hook readers and practise writing their own. Write action-packed scenes – Use short, punchy sentences to build momentum and structure stories with clear action and transitions.

Introduce a fresh approach to storytelling in your classroom with this engaging creative writing unit, where KS2 pupils reimagine classic fairy tales for a modern audience. Across the sequence, children examine how well-known characters and narratives can be updated, helping traditional stories feel meaningful and exciting for today’s readers. This fully resourced unit includes carefully selected clips from the Author in Your Classroom podcast featuring Konnie Huq. These extracts support each stage of learning, offering insight into the creative process of a professional author and illustrator while encouraging pupils to develop their own storytelling voice. Teaching overview Structured over four linked sessions, the unit takes pupils from exploring familiar tales through to crafting their own original narratives. Children begin by revisiting traditional fairy tales, identifying core elements such as character, setting and theme. Using podcast clips, they consider how writers adapt these features for contemporary audiences, introducing humour, unexpected twists and diverse representation. Pupils then plan their own updated versions of fairy tales, aiming to surprise the reader while retaining recognisable story foundations. The sequence concludes with drafting, editing and refining a complete piece of writing, supported by peer discussion and reflection. By the end of the unit, pupils will feel more confident as writers and gain a clearer understanding of how stories can be reshaped while still respecting their origins.

Discover the art of creative writing with a virtual author visit from Louie Stowell, creator of Loki: A Bad God’s Guide to Being Good. This unit connects directly with the Author In Your Classroom podcast, bringing storytelling and mythological themes straight into English lessons. Pupils will explore the world through the eyes of a mischievous god living on Earth, developing their descriptive and narrative skills while gaining insight into how professional authors work. The sequence guides children in exploring character, setting, and voice, combining discussion, planning and creative writing as they produce their own myth-inspired diaries. Throughout, podcast clips from Louie Stowell provide inspiration and a behind-the-scenes look at how writers craft their stories. Teaching overview Over five sessions, pupils will: Listen to podcast excerpts and explore mythological language and ideas Examine Loki’s view of the modern world, noticing contrasts between the ordinary and the unexpected Choose a mythological figure and plan a diary from their perspective on Earth Draft, revise and illustrate their own diary entries using the planning resources provided Share their work with classmates and celebrate their creativity This unit promotes confidence in writing through humour, imagination and a strong narrative voice. It works particularly well alongside a class reading of Loki: A Bad God’s Guide to Being Good, enhancing engagement and understanding of the story.

In this comprehensive teaching sequence, Joseph Coelho introduces KS2 pupils to poetry, showing how simple prompts can spark ideas and lead to powerful performances. Built around an episode of the Author in Your Classroom podcast, the unit supports children in exploring what poetry is and how it works. Pupils read, listen, write and refine their own pieces, guided by insights from the Children’s Laureate and equipped with techniques they can use straight away. Teaching overview The sequence begins by looking at Coelho’s journey as a poet and his belief that poetry belongs to everyone. Pupils listen to a performance of This Bear, discuss their responses and consider how delivery shapes meaning. They then experiment with performing poetry themselves, making notes and sharing with peers. Next, pupils explore a ‘poetry toolbox’, identifying figurative language and key techniques within the text. By annotating and discussing Coelho’s choices, they begin to understand how poets create impact. The focus then shifts to idea generation. Using short video prompts, pupils gather words, images and phrases, recording their thoughts on planning sheets. These ideas form the foundation for their own writing as they begin drafting with increasing confidence. Attention then turns to editing and improvement. Pupils revisit their work, enhancing vocabulary, adding detail and refining techniques to better achieve their intended effect. The unit concludes with performance and publication. Pupils share their poems, celebrate each other’s work and leave with a strong sense of themselves as poets.