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Curriculum Broader Themes: The KS2 to KS3 Transition in Science

Nimish Lad and Neil Almond chat about students moving from primary to secondary school. What should KS3 teachers know about KS2? What should KS2 teachers know about KS3? You can use the chapters embedded in the video to find any of the specific questions that we discuss (you might need to be on YouTube toContinue reading “Curriculum Broader Themes: The KS2 to KS3 Transition in Science”

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Curriculum Chats: Inheritance, Variation and Evolution

Previously, we asked on the twitter page which topics in each of the sciences you thought required the most thought in the curriculum. For biology, you chose the topic of inheritance, variation and evolution and in the video below, Dom Shibli, Pritesh Raichura, Jo Castelino, Rachel Wong (BioRach) and Christian Moore Anderson get together toContinue reading “Curriculum Chats: Inheritance, Variation and Evolution”

Curriculum Links Part 1: Underlying Principles

In this blog, we look over some useful reading to consider when planning out your curriculum – what are some of the underlying principles upon which we should start to build. This is partly inspired by Matthew Benyohai’s blog where he discusses disconnect we sometimes see between principles and practices. This list is by no means exhaustive, and we’d love to hear any moreContinue reading “Curriculum Links Part 1: Underlying Principles”

Curriculum Broader Themes: Embedding Equations Into The Curriculum

Adam Boxer goes into real depth about a way in which to embed equations and formulae into the curriculum to make them more manageable for students and to allow you to carefully build up their abilities. 00:00:00 Welcome and introduction 00:02:00 Outline 00:03:40 What contributes to the challenge of an equation question? 00:08:10 What isContinue reading “Curriculum Broader Themes: Embedding Equations Into The Curriculum”

Curriculum Chats: Electricity

Previously, we asked on the twitter page which topics in each of the sciences you thought required the most thought in the curriculum. For physics, you (perhaps unsurprisingly) chose the topic of electricity and in the video below, Bill Wilkinson, Ruth Ashbee, Gethyn Jones, and Tom Millichamp get together to discuss just that. Please letContinue reading “Curriculum Chats: Electricity”

How do you ensure that teaching in your subject enables pupils to know and remember more?

Ryan Badham (@mr_badham) is a second in charge of Science and an Associate Vice Principal at The Holmesdale School. How do you ensure that teaching in your subject enables pupils to know and remember more? This question was posed to me by a member of my school’s leadership team and the following blog is myContinue reading “How do you ensure that teaching in your subject enables pupils to know and remember more?”

How can I use spacing in my A-Level class?

We know that by spacing practice over time we can help our students’ retention of core knowledge. What’s not so easy is a) convincing students that this is a good idea and b) actually implementing it in the day to day hustle and bustle of school life. In this blog, Rob King takes us throughContinue reading “How can I use spacing in my A-Level class?”

How does cognitive load theory affect teachers?

We talk a lot about the cognitive load that we impose on students and how to get the most out of them without overloading. In this blog, Matt examines how he felt overloaded himself as he worked his way through a difficult explanation – it’s so important that we take this into account so thatContinue reading “How does cognitive load theory affect teachers?”

How can I use explicit instruction to teach declarative knowledge?

Much of the teaching we do is of declarative knowledge: facts and ideas like what a giant ionic lattice is, or the parts of the EM spectrum or reflex arcs. Matt Perks has made many valuable contributions to CogSciSci and last year wrote a couple of really good blogs about common pitfalls teachers make whenContinue reading “How can I use explicit instruction to teach declarative knowledge?”