The UK Government announcement that a range of public service workers would be receiving a pay rise was inevitably received with mixed emotions: it didn’t include nurses or care workers, the timing considered poor given challenges in the private sector,…

I have found leadership in science departments a fascinating thing. Well, leadership in schools. Maybe it’s just leadership in general, but the majority of my exposure and experience has come in the education setting. I want to consider leadership in…

I was delighted to attend my third St Albans School Forum on Education, #SASFE18, on May 12th; quite possibly the best I have been to (perhaps because this year I was relieved of the pressure of running my own workshop!)…

Having written Why teach when you can be a banker?, one of the areas I focused on but lacked evidence for was the reasons why people don't go into teaching. It's clear from many articles, surveys, Twitter and so on…

Teaching physics is a joy (I’m bias). But really, it’s bloody brilliant. Teaching is brilliant, physics is brilliant. Teaching physics is genuinely bloody brilliant. So why is there this struggle to recruit and retain physics teachers? If you have a…

Today I attended the St Albans School Forum on Education 2017. The general theme of the conference was around Learning Relationships and all the keynotes and seminars were designed around this, with a fantastic wide range of approaches taken. I…

Mental operations that process information with little or no conscious awareness represent automaticity (Feldon, 2007). We come across these every day: driving a car, walking, speaking. The benefits to us is that these activities impose little or no cognitive load and our working memory is…

Cognitive Load Theory (CLT). Its appearance frequency on my Twitter timeline is ever-increasing, and whilst I could get a general grip on it from what people were saying – as it seemed rather like common sense – I did some reading today…