There is a bush on my run covered in lichen. When the sun shines on it in the winter, the…
How do we grade scientific writing at KS2 at Paradigm Trust?
Over the past four years at Paradigm Trust, we have developed and implemented a knowledge-rich science curriculum for EYFS to…
How Paradigm Trust is Supporting Teachers’ Primary Science Subject Knowledge
Teachers at Paradigm Trust have developed a knowledge rich EYFS-KS3 science curriculum which we have been running (and developing) for…
An Environmental Science Progression Model for KS2 Using the Carbon Cycle
Over the past two weeks, my colleagues and I at Paradigm Trust have had the wonderful opportunity of spending time…
Micro-Enquiry: something to try?
English year 5 pupils scored pretty well on the TIMSS 2019 science enquiry questions. In this post I will: describe…
Why Aren’t ‘Trads’ Embracing Collaborative Learning?
If we are serious about evidence informed teaching and learning, why aren’t we using collaborative learning in our classes? There…
One thing at a time…
How much class time should you devote to working scientifically? All of the ideas above are important, but time is…
Chess: the Drosophila of Cognitive Science
What I’ve learnt about myself as a learner from chess in 2021 I joined chess.com exactly a year ago, and…
An Approach to Improving Representation of Women in Science Lessons
If you look in the index of a science textbook, you are unlikely to find many women listed. When you…
A Reflection on “The 10 Key Issues with Children’s Learning in Primary Science in England” (Bianchi, Whittaker and Poole: 2021)
This post is a reflection on the publication by Bianchi, Whittaker and Poole’s publication in March 2021 (here). This publication…
Reading for Learning 