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A Chemical Orthodoxy

Schools, Science and Education

Chemistry SLOP work

See below the booklet lists for descriptions of where I am up to in terms of production, philosophy behind them and how I use them to teach.   Electrolysis mastery answers Electrolysis mastery The Earth_s Resources mastery ppt 1 Useful... Continue Reading →

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#CogSciSci – an introduction

#CogSciSci is a grassroots collective of science teachers who are interested in promoting the use of Cognitive Science in the teaching of science. No one really remembers exactly how it started and no one is "in charge." Generally, we just... Continue Reading →

Fixing Key Stage 3: Managing the process

This year, our faculty underwent an enormous endeavour: rebuilding and implementing a new KS3 curriculum and scheme of work from scratch. It’s the first major project I’ve led on in a school and have learnt a huge amount from the... Continue Reading →

Knowledge at the core: how to live an enriched life

Mary was a super scientist. Her chosen field was the study of light and colour. She applied herself with diligence to her studies and rapidly consumed a number of textbooks. She masters the nature of light, its constituent coloured parts... Continue Reading →

7 simple ways to encourage metacognition in the science classroom

"Metacognition is specific to the task being undertaken and stronger where learners have a thorough grounding in subject knowledge...While some of the metacognitive strategies in this guidance can be described generically, they can only be improved through practice—and this means... Continue Reading →

A Pilgrim in Jerusalem: My Visit to Michaela

Michaela Community School (MCS) is a remarkable place. Legendary for its firm behavioural environment and commitment to no-nonsense teaching, MCS has shown what is possible given a little willpower. And willpower abounds. MCS is driven by Katharine Birbalsingh who has... Continue Reading →

How Science Works: Core Questions

I've written extensively about rewriting KS3 here. In short, the idea is to specify a curriculum as a series of questions which need to be answered. The advantages of this method are: No ambiguity about what is to be taught... Continue Reading →

Novices, Experts and Everything In-between: Epistemology and Pedagogy

The concept of “novices and experts” answered a lot of questions for me. For a long time, I had been finding it difficult to understand why my students made simple mistakes, couldn’t “apply” their learning to new areas and couldn’t... Continue Reading →

AfL in Science: Dylan Wiliam Responds

Professor Wiliam's essay below represents the end of the AfL In Science Symposium. We are extremely grateful to him for offering to be involved as well as to all those online who joined the discussion. We hope that the posts... Continue Reading →

How To Set Up A Centralised Detention System

At the beginning of this school year our faculty instituted a centralised detention system (CDS). Once it is set up, it's a very simple system to run and a few people have asked me how we set it up so I thought I... Continue Reading →

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