Statement of our beliefs

As this site evolves and gains more and more contributing members, this page will be honed and polished. This is a work in progress.

The beliefs we hold that led to the founding of this site are that:

  • Any individual Science teacher who wishes to contribute to the national Science curriculum that they are expected to deliver should have a recognised and easy route to do so. In general, the profession should be granted a far larger input into curriculum development.
  • Our scientists of the future are not able to receive a good enough Science education within the KS3/Core/Additional/Extension framework currently in place. It would be better to create a course to take potential scientists from Year 7 to Year 11 by a more effective route.
  • The Science education offered to non-future-scientists ("Science for citizens") should consist more of useful knowledge (for instance, about health, the environment, energy saving, dissecting media reports, etc) and not a dilute and ineffective introduction to more abstract, less relevant Science concepts.
  • Pupils construct their knowledge of abstract ideas. Unless the concepts appear in the right order and unless the pupil has sufficient time to absorb and apply their new knowledge, they cannot learn well.
  • As scientists, we want, where possible, to use teaching methods and materials which have been proven to work in tests which have scientific rigour.
  • Pupils can enjoy Science, but only if given the opportunity to experience the "Aha!" moment when they understand the concept.
  • The constant change in content (imposed by Government) undermines the teacher's ability to teach well.
  • The quality of the materials produced by awarding bodies is modest at best and unhelpful at worst.

Do you agree with these? Disagree? Have a suggestion of your own?

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