Tag: GCSE

Ensuring students don’t clam up in Science

12 September 2018

In the wake of GCSE results this summer , it is timely to revisit one of the more talked about questions as far as the class of 2018 were concerned in Science, the Oyster question!(AQA Biology Paper 2). Why didn’t you teach us about Oysters screams social media in the hours following the exam, the […]

Posted on: 12 September 2018
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Models in Science Education

30 April 2018

It’s a Thursday afternoon, its year 9 electricity, it’s raining and there isn’t enough equipment to go around the department. Welcome to the reality of Science teaching, but rather than complain about this let’s see it as an opportunity! At times like this, I tend to unleash …. The model! Modelling in science has a […]

Posted on: 30 April 2018
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Where does Scientific Information come from? The research supply chain in action

23 October 2017

Whilst teaching my fantastic Year 11 class the new AQA GCSE (4.6.1.4 ‘DNA and the genome’) last week I was presented with 2 golden research questions: “Sir, where did they get all this DNA information from? How do we know its right?” By information, I assume pupil X was referring to:     From this, […]

Posted on: 23 October 2017
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Metacognition in Science: Part 3

20 September 2017

As a Scientist I look to quantitative analysis to form conclusions, however in the short amount of time that I have been conducting my own research into Metacognition, I have found this difficult and have looked towards qualitative methods instead. Initially I decided to have both my test and control classes complete an exam paper […]

Author: Lauren Stephenson
Posted on: 20 September 2017
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Metacognition in Science: Part 2

19 September 2017

Following my last post I have been working to embed a variety of metacognitive strategies within lessons. Students quickly became familiar with the ‘Thinking about thinking’ steps and this was regularly used following formative assessments. However following interim assessments it was clear the students needed strategies to support them in analysing an exam question before […]

Author: Lauren Stephenson
Posted on: 19 September 2017
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Metacognition in Science

18 September 2017

As many headlines have highlighted, GCSE’s are getting harder. Expectations have risen, questions delve deeper and new skills need to be gained – no more true than with the new Science GCSE’s. Coursework will soon become a distant memory and new challenges will arise. So far we know that students will be assessed solely through […]

Author: Lauren Stephenson
Posted on: 18 September 2017
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