Welcome to The Curriculum Lab.
I create teacher-ready resources designed to support clear curriculum thinking, effective classroom practice and manageable workload.
TES shop now live: https://t.co/1YNd9jdOxp
Env Sci - ’m using the same structure across my knowledge checks:
A: Recall
B: Application
C: Skills
It helps teachers spot whether the gap is knowledge, application or data/skills.
Env Sci - Common issue in climate change answers:
Students say “heat is trapped” but don’t explain radiation.
Better prompt:
Explain the role of short-wave and long-wave radiation in the greenhouse effect.
📘 My new Teaching for Attention Playbook is a 70+ page, evidence-informed guide that breaks down the science of attention and provides 6 practical strategies to support teachers.
It covers how to:
🎯 Secure Attention: Create the conditions for students to focus
🎯 Direct Attention: Guide students towards important information
🎯 Orchestrate Attention: Manage where attention goes as learning unfolds
👉 Want a free copy? REPOST and comment ATTENTION below, and I’ll DM you the link.
⏰ Available free until Wednesday 30 September at 11:59pm AWST
New resource live:
AQA A-level Environmental Science: Atmosphere Knowledge Check
Includes recall, application, skills, full mark scheme and spec mapping.
https://t.co/4MUnjnBuqr
Working on a new AQA A-level Environmental Science knowledge check.
Structure:
- Recall
- Application
- Skills
- Full mark scheme
- Spec mapping
Designed for quick classroom use.
Recall is not enough!
Alevel Env Sci students often know the key term but can’t apply it to an unfamiliar context.
A useful knowledge check needs both:
• What does this term mean?
• How would this idea explain this scenario?
Recall first. Application straight after
Working on Mineral Resources practice questions today.
Lots of useful links:
ore grade, reserves, cut-off grade, mining impacts, future supply and recycling.