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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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KS3 Chemistry Fundamentals Unit

I have now written quite a bit about our new KS3 Scheme of Work. You can find: The general approach and the use of Core Questions here How we have gone about actually making it here Our entire How Science... Continue Reading →

Retrieval Roulettes!

A little while back I released the Retrieval Roulette with the aim of helping people build a simple system to embed regular retrieval practice into their lessons. Since then, thanks to the amazing generosity of twitter and the CogSciSci group... Continue Reading →

Disengaged boys: just make it a competition, right?

A while back I'd just finished a unit in a double lesson with my year 11s. We had about 15 minutes to go so I let them do some free revision, either making sure they had answered all questions set... Continue Reading →

Building a knowledge-based How Science Works unit

I've written a lot about the problems we have faced in KS3 Science and what we have done about it. How Science Works has been a stalwart of KS3 science for a very long time but, in my experience, there... Continue Reading →

Down the rabbit hole with group work: all the evidence you need

I was very fortunate to deliver a session to Teach Firsters this week on the topic of group work. It was supposed to be about other things too, but I fell down a rabbit hole mining the literature so stuck... Continue Reading →

#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 →

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