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Science

Insights from the 2019 AQA GCSE Combined Science Trilogy exams

November 22, 2019November 29, 2019Oxford Science Team Leave a comment
Exam insights 2019

Examiners’ reports are a wealth of information, giving data about how many students tried each question as well as breaking down misconceptions for every section.  Are there any key messages that we can draw from the examiners reports to improve the performance of our students?  Sam Holyman has looked through the reports to give you […]

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Are you (and your team) getting the most from your appraisals?

October 23, 2019October 23, 2019Oxford Science Team

Sam Holyman shares some of her top tips for constructive, productive appraisal conversations, drawing on her own positive early career experience when preparing for the appraisals she now gives. When I first started teaching, I used to meet with my line manager for performance management meetings.  It felt like an informal chat over a cuppa, […]

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Using retrieval to support long-term learning in science

October 15, 2019November 8, 2019Oxford Science Team

Learning science involves the acquisition and retention of a large body of knowledge. To be useful, both in assessments and in everyday life, this knowledge needs to be stored durably in memory. Knowledge also needs to be accessible when attempts are made to retrieve it. Aware that students felt overwhelmed by the quantity of content […]

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Capital: cultural, social, economic, and scientific

October 7, 2019October 3, 2019Oxford Science Team

It’s a bright, crisp September morning and I’m sitting in a hall, surrounded by shell-shocked teachers as we all adjust to the Autumn term and the return of our early morning get-up time. As I listen to the announcements and take part in the discussions, I realise the same words keep popping up: Ofsted, cultural […]

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Curriculum issues in Science

October 2, 2019October 4, 2019Oxford Science Team

Reading through the Ofsted Education Inspection Framework (EIF) [1] it’s clear that there are some implications for Science departments and teachers that need to be considered. In this blog I’ll identify three key issues and discuss them. The three issues are: The 3 Is: Intent, Implementation, Impact Key Stage 3: Two Years vs Three Years Science or Biology, Chemistry & […]

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Revision strategies from cognitive science

September 30, 2019December 11, 2019Oxford Science Team 2 Comments

Revision. A word which probably conjures up memories of the anxious weeks before exams, frantically reading through notes wielding a highlighter in an attempt to get vaguely remembered knowledge into your head. Perhaps you did some practice questions, or maybe you felt so overwhelmed that you ended up doing nothing. Whatever your approach, you would […]

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Why you should add more SLOP to your science lessons — and how to do it

September 23, 2019October 14, 2019Oxford Science Team

If you have been roaming through the education blogosphere or edutwitter you will have started to notice an increase in the reference of SLOP. SLOP stands for ‘Shed Loads of Practice’. The term SLOP was coined by Adam Boxer and Ruth Walker in the early stages in the formation of CogSciSci , a group of teachers and academics interested in […]

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An introduction to cognitive science

September 16, 2019September 30, 2019Oxford Science Team 1 Comment

By Dom Shibli FCCT Dom is a Senior Lecturer in Secondary Science at the University of Hertfordshire. He is a proud founding fellow of the Chartered College of Teaching and contributes to the CogSciSci website. He applauds the use of cognitive science within the teaching profession but hopes that it doesn’t become the next fad […]

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Closing the Word Gap in Science

September 10, 2019September 25, 2019Oxford Science Team 2 Comments

Anhydrous, exothermic, fullerene, isomerase, medulla, monomers, ribosomes, titration, xylem… How many of these words do you know? For a scientist – or even a knowledgeable GCSE science student, no less – this list of complex words will trigger a wealth of background knowledge. For many pupils, however, the same list of words would likely provoke […]

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My sustainable cuppa

August 28, 2019August 27, 2019Oxford Science Team
Photo of mug and teabag

By Sam Holyman As I settle down to my morning cuppa, one of the 100 million cups of tea that are likely to be drunk in the UK today [1], I wonder about how sustainable I am being, after I sling my used teabag straight into the black bin. Many of my friends collect their […]

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