A very long time ago, in a school far, far away (well, a fair way along the A27), I did a TeachMeet presentation on using Venn diagrams and another categorisation exercise. The rough transcript is here, but I’ve just found this list of things in KS3 and the GCSE specifications, that I meant to post […]Read More Venn and the Art of Categorisation
This is the second in a series of posts on the Festival of Education at Wellington College. #EducationFest No.1: Play up, play up, and play the game #EducationFest No.3: A Research-based, Constructivist View? #EducationFest No.4: How will we know? After Wilshaw, the first proper session of my day was Tom Sherrington. Of the distracting number […]Read More #EducationFest No.2: More root than trunk
Robert Peal’s book Progressively Worse has stirred up the blogosphere. Old Andrew has written the foreword so I guess gets first place. Joe Kirby’s post makes me want to find a Bastille to storm – what a wonderfully forceful piece of writing! The comments from Laura MacInerney, Alex Quigley and Tom Sherrington balance it up somewhat. […]Read More The Battle for the Middle Ground
An object will remain stationary or continue to move at a steady speed in a straight line unless there is an unbalanced force. An object will remain stationary or continue to move at a steady speed in a straight line unless an unbalanced force acts on it. An object will remain stationary or continue to […]Read More Unbalanced or Resultant?
There has been a hefty onslaught recently against the deliberate teaching of skills by those in favour of a knowledge-based curriculum. Knowledge is essential, and it seems to me an unassailable argument that teaching only skills to the exclusion of knowledge is a mistake, but that’s not something I’ve witnessed in my career, a point […]Read More Which Knowledge; Which Skills?