Here are the Physics books I've done so far, they're not quite perfected yet but I'll update this page with newer versions when I get a chance. https://drive.google.com/drive/folders/0B1EnIwSSbgTgbDQ1ZXRoT1U5ZXc Please do let me know if you spot any typos or whatever, they've already benefited loads from people doing this. There are some mistakes in the answers... Continue Reading →
Curriculum: Truth and Beauty
A while ago I said that science has a unique claim to truth. I was wrong. After reading Christine Counsell's article "Taking Curriculum Seriously" I have come to realise that all human endeavour, and therefore the subjects we teach in our schools, are a search for truth, and that the reason we have so many... Continue Reading →
My Audible picks of 2018
I wouldn't say I'm into extreme working-parenting but I wrote a revision guide in the cinema car park this week while my son watched Spider-Man, and I'm writing this blog one-handed on my phone while I dry my hair. You do have to look after your minutes if you want to get things done at... Continue Reading →
Subject Character Plots: Developing the model for discussing curriculum
In my previous post I presented a series of axes which built on Legitimation Code Theory. I suggested that these axes could be used to produce subject character plots (SCPs) that allow us to explore the characteristics of school subjects, to draw comparisons, and to create a common language that allows communication across the subject... Continue Reading →
The language of curriculum
This post is part of the "Curriculum in Science" symposium curated by Adam Boxer (@adamboxer1). Read Adam's introduction here. Curriculum is a hard thing to talk about. It’s interesting to think about why this is. I think that the best way to understand what we mean by “curriculum” is to begin at the end. What... Continue Reading →
Whole-School Curriculum Thinking: SCM1: Objects of Study
Attempts at thinking about curriculum across a school have often meant a push from leadership for generic models, consistency, and conformity. All lessons must contain x. All books must show evidence of y. All departments to submit z for quality assurance. Our subjects are forced into uniform shapes convenient for leadership, but they are damaged, and their... Continue Reading →
Thinking about school subjects: Legitimation Code Theory and Subject Character Plots
The universe is unimaginably vast, yet life is only present on one planet that we know of. Evolution has brought about the human brain; human culture has emerged from brains in plural and their interactions in, and over, time. Human culture: our stories, music, art, our glimpses at the logic of the universe through maths... Continue Reading →
Knowledge Organisers and Quiz Sheets
A quick post to share a couple of thoughts and some resources. I think we have been mixing up two, equally important but different things when we've talked about knowledge organisers in science, or at least I have. Sharing the structure of the knowledge, its organisation, is a really important thing to do with students,... Continue Reading →
Bar modelling and moments in time: Practice questions for the new energy model
I'm a big fan of the new energy model, though it took me a lot of time and discussion to get my head round it. What we really need is a Shed Load Of Practice questions. These are surprisingly hard to make. I've taken my inspiration from the only HT exam question available, as far as... Continue Reading →
Sentences and the web of knowledge
This blog is part 3 of the #WritingInScience symposium curated by Pritesh Raichura. Read Pritesh's introduction here and part 2 from Ben Rogers here. Do you ever stop to marvel at the extent of human thought? I do, and it takes my breath away. Isn’t it wonderful to be able to think about interesting, abstract... Continue Reading →