A different view? The purpose of geography – an analysis of the Geographical Association’s manifesto

I am currently completing a part-time Masters degree in Geography Education at the Institute of Education, UCL. The module I am currently studying is entitled ‘What is Education’ and asks students to consider the ‘big questions’ of what education is for, both now and in the future. Whilst the assignment does not need to be subject-specific, my […]

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Curriculum Changes in Wales

As Heraclitus said: ‘The only thing that is constant is change.’ And that’s certainly an accurate description of the education landscape in Wales. Whilst teachers in England have been dealing with the issues surrounding SATs and a new knowledge based curriculum, teachers in Wales have had curriculum change after curriculum change introduced, and the biggest […]

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researchED: evidence-informed curriculum development

The University of York Science Education Group (UYSEG)  is at the beginning of a new project to develop a course for teaching science at 11-14. The Best Evidence Science Teaching project began by asking science teachers what for them were the key issues about teaching science 11-14. We will be using the best research evidence available to address those issues. I’ll be discussing this […]

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Chicken or Egg?

This week’s blog is about my efforts to think through the place of problem-solving in teaching, and in relation to the development of conceptual understanding and knowledge of techniques. When the introductory blurb to the national curriculum was written, the first draft put the aims in this order: Fluency Problem-solving Reasoning To us – the […]

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Why quadratics?

One of the biggest ‘why oh why’ questions in secondary school mathematics is the purpose of studying quadratic equations because ‘I am never going to need them in everyday life’. This irritating question is based on a sound premise. The applications generally offered to students to persuade them of the usefulness of quadratics tend to […]

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