Science and STEM Lead, Sam Holyman explains the importance of reviewing advanced information content from GCSE Science to appropriately plan for the teaching materials for the new cohort of students in A Level Chemistry.
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Find out more about Oxford Smart Activate Metacognition is commonly thought of as ‘learning about learning’. Whilst this is an oversimplification of what metacognition truly is, it is a helpful point to start from when looking at building a curriculum which enhances students’ metacognitive learning skills. There are two main parts to metacognition, metacognitive knowledge and metacognitive regulation. Metacognition is one of […]
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By Stacey Wheeler, Senior Science Technician When students come to us from year 6 they are amazed to be in a real lab; the benches, the high stools, sinks, gas taps, and all the sockets around! For some the novelty wears off quicker than others. Perhaps they realise that the stools aren’t actually that comfortable. […]
Read more Stacey Wheeler discusses common lab equipment used in practicals and rates them on usefulness, awe and wonder, and effectiveness.
Read more Secondary science teacher Adele Read shares key highlights from trialling Oxford Smart Activate in year 7 curriculum, including many benefits and the key differences compared to her current school curriculum.
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Dr Andy Chandler-Grevatt discusses the challenges of improving science curriculum and argues that there are many strategies to support developing metacognition and self-regulation.
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Dr Andrew Chandler-Grevatt, assessment expert and Oxford Smart Activate series editor shares his five tips to empower students throughout their KS3 science journey and progress to GCSE.
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We asked the Oxford STEM team about what attracted them to a career in STEM. As a child, I frequently found fossils in the garden. With neighbours, we set up a fossil club and museum, which kept us happy for hours. I didn’t realise then, but my love of STEM had begun.Later, chemistry teacher Mrs […]
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Many students are scared of maths and do not even attempt questions with a mathematical feel. Sam Holyman shares tips on how to encourage students to give it a go in the mathematical questions in the examinations.
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As we head towards Mock season for our GCSE groups, we are still unsure of the importance of this set of exams. In the past, Mocks gave students a little bit of the experience of what to expect in the real exam season, but this time, they could contribute to their actual GCSE grade if the examinations get cancelled for the third year running due to the Covid-19 global Pandemic. So, Mocks are more important than ever but how do we prepare our students best?
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