It is tempting for science teachers to dive into each topic as it comes and teach its ideas as discrete lessons. Learning about Punnett squares? Let's just focus on teaching how to draw them for a few lessons and then move onto selective breeding in the following week's lessons, which is the next topic on … Continue reading Curricular Narrative
curriculum design
The best which has been thought or said?
This blog is my contribution to the Curriculum in Science Symposium organised by Adam Boxer. Links for other posts are below. With Ofsted announcing a focus on curriculum and nearly three quarters of secondary schools in England being free to make their own curriculum choices as academies, the ground for asking questions about curriculum is … Continue reading The best which has been thought or said?
Teacher Autonomy: Part II – Curriculum & Teaching
Part II In my previous post, I argued that teacher autonomy is worth sacrificing when it comes to decisions about behaviour systems. I suggested that this is the only way true consistency can be achieved and that consistency is essential for good behaviour to flourish. This is because good behaviours are good habits, which are … Continue reading Teacher Autonomy: Part II – Curriculum & Teaching
Designing a Science Curriculum: my #rEDRugby talk
On Saturday 9th June, I was lucky enough to attend and speak at my first reserachED in Rugby, hosted at the stunning Rugby School, by the marvellous Jude Hunton. Here, I share my talk with some additional thoughts I didn’t have time to explain. This talk represents my vision for a curriculum. Introduction I find … Continue reading Designing a Science Curriculum: my #rEDRugby talk
Procedural & Declarative Knowledge: My #CogSciSci Talk
On Tuesday 29th May, the second ever #cogscisci 'Meeting of Minds' event took place. It was a thought-provoking day full of discussions about the applications of cognitive science to science learning! My talk was about how procedural knowledge should be practiced differently to declarative knowledge, using the teaching of Maths in Science as an example. This … Continue reading Procedural & Declarative Knowledge: My #CogSciSci Talk
Writing Biology Mastery Textbooks
This post covers: Why biology is more than just facts; Why I write my own 'textbooks'; How I write my own Biology 'mastery' textbooks - in 6 steps; An example of one of my textbooks. 1. Why Biology is more than just facts "Biology is just lots of facts." I hate this statement - one … Continue reading Writing Biology Mastery Textbooks
The Limits of My World (Part II)
In Part I of this post, I discussed the importance of teachers (of all subjects) making language teaching explicit in their lessons. I argued that an improvement in language enables pupils to better access the curriculum and broaden their cultural capital. I shared three practical, easy-to-implement strategies to help teachers incorporate the teaching of language into their lesson: sharing … Continue reading The Limits of My World (Part II)
Planning curriculum for linear GCSEs
The new GCSE specifications are arriving with waves of reform. New syllabus, new examination structure and timing, new grading system, new emphasis on skills, absence of coursework, different emphasis on practical skills and literacy... you'd be forgiven for complaining that there is too much change in one go, with little time to prepare. Ofqual are … Continue reading Planning curriculum for linear GCSEs
Bunsen Blue 