The Leading, Language and Literature Podcast

Chris Jordan
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A podcast for leaders, teachers and potential educators looking to teach at home or abroad

  1. FEB 5

    Li Bin - English and Chinese’s interdisciplinary links - Hong Kong

    In this episode, I’m speaking with Li Bin. Bin is a Deputy Head of School here in Hong Kong and formerly Asia-Pacific Regional Manager for the International Baccalaureate’s Middle Years Programme. On top of that, she is a deeply experienced teacher of Chinese and has worked with many schools that offer bilingual instruction. Our chat is the fourth conversation in a series of discussions designed to learn more about secondary subjects and their possible interdisciplinary links with English. My intrigue in doing these is to see whether there are possibilities for connections across subjects that are at least shared in passing during class or actually and more excitingly, the basis of complex interdisciplinary units. We discuss: The products, processes or texts that are at the heart of studying Chinese Language and LiteratureThe deep concepts that an expert in Chinese uses to make meaning from these phenomenaThe potential links that Chinese and English share from a conceptual or disciplinary point of viewAnd lastly, possible projects that students could work on to better understand both languages, simultaneously. Thanks so much to Bin for providing me with incredibly substantial but eloquent answers that did so much to enlighten my understanding of Chinese and the similarities it might share with English teaching. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on LinkedIn @chrisjordanhk or X @chrisjordanhk Additionally, if you would like a head start on learning how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or top of my stream on X to find a beta copy of my forthcoming book: Make Middle Years English Matter. You can read as much as you want and even highlight elements that you like, dislike or find confusing to help make it better. Links: Beta version of Make Middle Years English Matter

    24 min

  2. JAN 26

    Shanice Welsh - English and Design’s interdisciplinary links - Hong Kong

    In this episode, I’m speaking with Shanice Welsh. Shanice is a director of Teaching, Learning and Curriculum here in Hong Kong and an active sharer of good teaching practice on the likes of X where she posts under the handle @Edu_byCreation. She is an experienced Middle Years Programme teacher and has done lots of work to integrate the framework into her own department’s output but also across the school as a whole. My chat with her is the third conversation in a series of discussions designed to learn more about secondary subjects and their possible interdisciplinary links with English. My intrigue in having these chats is seeing whether there are possibilities for connections across subjects that are at least shared in passing during class or actually and more excitingly, the basis of complex interdisciplinary units. We discuss: The products, processes or texts that are at the heart of studying DesignThe deep concepts that an expert in Design uses to make meaning from these phenomenaThe potential links that Design and English share from a conceptual or disciplinary point of viewAnd lastly, possible projects that students could work on to better understand both subjects, simultaneously. Thanks so much to Shanice who speaks with an excellent clarity, which speaks to both experience with interdisciplinary planning as well as a deep expertise in her subject. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on LinkedIn @chrisjordanhk or X @chrisjordanhk Additionally, if you would like a head start on learning how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or top of my stream on X to find a beta copy of my forthcoming book: Make Middle Years English Matter. You can read as much as you want and even highlight elements that you like, dislike or find confusing to help make it better. Links: Beta version of Make Middle Years English Matter

    21 min

  3. JAN 22

    A Zoom with a View #6

    In this episode, I’m talking to Eoin MacCarthaigh. This is the latest in a running series of conversations between Eoin and I, where we share 3 things each from the world of education that have been causing us some consideration. We discuss: 1. Eoin’s pedagogical priorities for the new year 2. Why everything is downstream from a concept-led curriculum 3. How schools should approach the challenge of inclusion 4. Why ‘Read Alouds’ are a great gauge of text suitability 5. The role of homework in English 6. And finally, why teachers benefit from learning things that are cognitively demanding If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on X @chrisjordanhk and Eoin @EMCTeach Additionally, if you would like a head start on learning how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or top of my stream on X to find a beta copy of my forthcoming book: Make Middle Years English Matter. You can read as much as you want and even highlight elements that you like, dislike or find confusing to help make it better. Links: Beta version of Make Middle Years English Matter

    1h 31m

  4. JAN 7

    Tama Karena - English and Music’s interdisciplinary links - Hong Kong

    In this episode, I am talking to Tama Karena. Tama is a Director of Music at an international school here in Hong Kong and has 30 years of experience in the classroom, twenty of which have been spent in international schools. My chat with him is the second conversation in a series of discussions designed to learn more about secondary subjects and their possible interdisciplinary links with English. My intrigue in having these chats is seeing whether there is possibilities for connections across subjects that are at least shared in passing during class or actually and more excitingly, the basis of complex interdisciplinary units. We discuss: The products, processes or texts that are at the heart of studying MusicThe deep concepts that an expert in Music uses to make meaning from these experiencesThe potential links that Music and English share from a conceptual or disciplinary point of viewAnd lastly, possible projects that students could work on to better understand both subjects, simultaneously. Thanks so much to Tama for speaking with his customary soul and passion for the subject and allowing me to consider the less obvious connections that are two subjects share. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on LinkedIn @chrisjordanhk or X @chrisjordanhk Additionally, if you would like a head start on learning how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or top of my stream on X to find a beta copy of my forthcoming book: Make Middle Years English Matter. You can read as much as you want and even highlight elements that you like, dislike or find confusing to help make it better. Links: Beta version of Make Middle Years English Matter

    34 min

  5. 12/11/2025

    Louis Wong - English and STEM’s interdisciplinary links - Hong Kong

    In this episode, I am talking to Louis Wong. Louis is a STEM Coordinator, DP Physics teacher, IB Examiner, author and speaker. My chat with him is the first conversation in a series of discussions designed to learn more about secondary subjects and their possible interdisciplinary links with English. My intrigue in having these chats is seeing whether there is possibilities for connections across subjects that are at least shared in passing during class or actually and more excitingly, the basis of complex interdisciplinary units. We discuss: The products, processes or texts that are at the heart of studying STEMThe deep concepts that an expert in STEM uses to make meaning from these phenomenaThe potential links that STEM and English share from a conceptual or disciplinary point of viewAnd lastly, possible projects that students could work on to better understand both subjects, simultaneously. Thanks so much to Louis, who is nothing short of a local legend in STEM circles. I was somewhat nervous going into the conversation given my limited appreciation of the field but he does an incredible job of explaining his field in a clear and accessible way. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on LinkedIn @chrisjordanhk or X @chrisjordanhk Additionally, if you would like a head start on learning how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or top of my stream on X to find a beta copy of my forthcoming book: Make Middle Years English Matter. You can read as much as you want and even highlight elements that you like, dislike or find confusing to help make it better. Links: Beta version of Make Middle Years English Matter

    38 min

  6. 10/22/2025

    Richard Bustin - Powerful knowledge and the capabilities students need - West Sussex

    In this episode, I’m speaking with Richard Bustin. Richard is a Geography teacher as well as being Director of Pedagogy, Innovation and Staff Development at Lancing College in the UK. Most recently, he has authored a book entitled: What Are We Teaching? Powerful Knowledge and a Capabilities Curriculum. It was an interview I’d heard between Richard and James Mannion that led me to Richard’s work and reading his book was of great interest to me as someone who works within the IB framework. Although nominally a Geography teacher, Richard’s book takes a broad look at the way we approach subjects in the secondary curriculum and considers where our priorities lie and what this means for what students actually learn. We discuss: How self-aware teachers are about their priorities when designing and teaching the curriculumWhat Richard understands ‘powerful knowledge to be’ and how it should be implemented in the curriculumWhat the term ‘capabilities’ covers for students’ educationAnd finally, whether there is a way to overcome the binaries of traditional progressive pedagogies in the age of social media Thanks so much to Richard for taking the time to chat to me about striking a balance between the rigorous drive to provide students with empowering subject knowledge at the same time as recognising the role that interdisciplinary ideas and collectively achieved academic capabilties. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on LinkedIn or X @chrisjordanhk Additionally, if you would like a head start on how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or the top of my stream on X to find a beta copy of my forthcoming book: Make Middle Years English Matter. You can read as much as you want and even highlight elements that you like, dislike or find confusing. Links: Richard’s book What Are We Teaching? Richard’s conversation with James Mannion for the the Rethinking Education podcast Beta version of Make Middle Years English Matter

    1h 5m

  7. 09/29/2025

    Morgan Whitfield - What is Challenge for All? - Ho Chi Minh

    In this episode, I’m talking with Morgan Whitfield. Morgan is an author, consultant, CPD trainer and senior leader. Her recent book, Gifted?, advocates for challenging all students through an inclusive approach to teaching, whereby every student is given the opportunities to reach mastery. I really wanted to chat with Morgan having read her book, which is possibly the most robustly researched piece of writing I’ve ever come across, as well as the global trend towards personalised learning through technology. We discuss: 1. Why terms like 'most able' and their devoted interventions are so problematic 2. Morgan’s experience in teaching and why it led her to this topic 3. What ‘Challenge for All’ is theoretically and what it looks like practically 4. Oracy, the Harkness model and PBL’s part in challenge for all, respectively 5. And finally, what Morgan makes of Alpha Schools and their apparent attempts to challenge all students through AI driven instruction?  Thank you so much to Morgan for speaking with me as well as leading the way on an issue that has its roots in centuries old problems around equity and social justice. If you’d like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on X @chrisjordanhk Additionally, if you would like a head start on how to prioritise your middle years English curriculum, head to the bottom of this podcast’s show notes or the top of my stream on X to find a beta copy of my forthcoming book: Make Middle Years English Matter. You can read as much as you want and even highlight elements that you like, dislike or find confusing. Links: Morgan’s book: Gifted? Beta version of Make Middle Years English Matter

    59 min

  8. 08/31/2025

    Mary Myatt -Education adviser, Writer and Speaker - Wales

    In this episode, I’m talking with Mary Myatt. Mary is nothing short of a patron saint of curriculum design in the uk, with her books including The Curriculum: Gallimaufry to Coherence, Huh: Curriculum Conversations Between Subject and Senior Leaders and Back on Track: Fewer Things, Greater Depth. I find myself quoting things Mary has said in discussions with colleagues on a regular basis and was elated with the chance to speak with her. Particularly of interest was her focus in middle school and her insistence that with the right planning, it can become the ‘intellectual powerhouse’ of secondary schooling.  We discuss:  The extent to which schools have taken the advice of a 2015 paper entitled ‘KS3: the wasted years?’Why as a profession we were getting curriculum coherence wrong for so many yearsThe advice Mary typically gives to identify the powerful knowledge a curriculum should be organized aroundWhat she feels are the strengths and weaknesses of units or assessments that are planned with authenticity or a real audience in mind.Her work with the University of Sussex's Just Reading strategiesAnd finally, where does Mary stand on interdisciplinary learning? Thanks again to Mary for her indefatigable online presence, her writing and taking the time to talk to me today.  If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhk Links Mary’s books Ofsted’s ‘KS3: the wasted years?’

    46 min
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A podcast for leaders, teachers and potential educators looking to teach at home or abroad

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