Becoming evidence-informed: A journey

Coe and Kime (2020) define evidence-based education as “an approach which argues that policy and practice should be capable of being justified in terms of sound evidence about their likely effects.”  They identify seven key characteristics of an evidence-based approach: A detailed understanding of the evidenceA knowledge of underpinning theories of learningBeing critical of the … Continue reading Becoming evidence-informed: A journey


Misconceptions, research and progression of ideas through KS3. This guide is based around the Particles topic which my school teaches in the autumn term of year 7. This topic includes: Arrangement and movement of particles in solids, liquids and gasesUse of the particle model to explain: changing shape and compression, changing shape, density, expansion and … Continue reading Particles

How do you catch a cloud and pin it down?

What is metacognition? Metacognition is commonly divided into two components: metacognitive knowledge and metacognitive reflections (Quigley et al. 2018).  Metacognitive knowledge refers to what learners know about learning and this may be broken down further into knowledge of self, knowledge of tasks and knowledge of strategies (Cambridge Assessment 2017).  An alternative categorisation (Schraw 1998) divides … Continue reading How do you catch a cloud and pin it down?

Curriculum: The why, the what and the when

A colleague recently asked me to recommend some articles for faculty leaders to read when planning their curriculum. I thought I would share it here, in case it was of interest to anyone else beginning their curriculum journey. I think of curriculum design at three different levels: The purpose of the curriculum, the "why", the … Continue reading Curriculum: The why, the what and the when