Luke Sanderson

I’ve been making booklets for A Level Chemistry (AQA) that you can find here: drive.google.com/drive/folders/… Feel free to message me for answers / word versions or if you notice mistakes!

@PaulGarvey4 Wouldn’t it be more concerning if they hadn’t felt the need to change (assuming the feedback was critical - which it clearly was)?

educationinspection.blog.gov.uk/2025/11/05/our… Well, Ofsted have done so well in creating this new framework that in examining their work after 115 pilot inspections (with friendly, volunteer schools) they have felt the need to change... ...exactly ONE WORD. 🤢

@AdamHighcliffe I’m not sure that’s a reasonable interpretation. Looks to me like some general principles which might create an environment where teachers are better able to cater to individual needs. I don’t see a claim that all learners are the same.

Anyone who claims that SEND children all need the same thing is a charlatan. *Especially* when they have no expertise in SEND. What a SEND kid needs is whatever they need, based on whatever their challenge is. That's why it's called 'special needs', not 'uniform needs'.

@STEMyBanda Or just use a system like the Irish which doesn’t rely on the ambiguity of inaccurate teacher predictions..

@4golfonline Lots of bites…

This seems very odd. Why is that ball not marked?

@cjhm123 @teacherchalky1 @allerytutors @adamboxer1 @MrsJMSeatonBurn @MaChemGuy You can check out mine here drive.google.com/drive/folders/… if they suit you let me know - I have more / updates.

Before I recreate the wheel does anyone have any KS5 Chemistry booklets specifically for AQA they have made for each / any chapters? Any RTs & people happy to share would be much appreciated. @teacherchalky1 @allerytutors @adamboxer1 @MrsJMSeatonBurn @MaChemGuy

@elonmusk American man with some metal deduces that his bit of metal can’t break some other bit of metal…

@eduleadership This could be rationalised better as “when something is taught, I move on when X% of the class appear to understand” X is obviously a point of discussion, but the way this reads is very much ‘get through the content regardless of who is coming with me.’

Teaching all students at the same pace, and having some learn more and some learn less, is the best possible outcome, as painful as it may be to admit.

OK, hear me out: Students do not all LEARN at the same pace, but they should mostly be TAUGHT at the same pace. There's something to pace-setting—it results in more learning even for kids who aren't fully keeping up, because knowledge sticks to knowledge.

@HelpfromHobson Some in my pinned tweet. I’ve made some more that I can send too if they’re the sort of thing you are looking for.

On the lookout for some example AQA A Level Chemistry booklets? If anyone has any for to look at, it would be appreciated.

@CheMichael7 I guess the question you might as well ask is “should we really expect students to complete buffer solution calculations?”

@CheMichael7 It’s just a manipulation of a concept that students have to use anyway. Probably if students don’t understand the equation then they don’t really understand what they’re doing anyway. It’s a tool it’s not good or bad.

Sincere question: what’s the rationale for including the Henderson-Hasselbalch equation in an A Level Chemistry syllabus?

@Golfingbrock @PGA Actually I’ve had the yips and hit a putter from there before…

@Golfingbrock @PGA Mad that anyone sees it any other way.

98 yards. Over the tree. What club?

@AdamRutherford Hi Adam, are these still available?

I have 3 spare tickets for Springsteen at Wembley this Thursday, standing rear, yours for £100 each (£130 fv). I'll follow if you're serious and DM deets.

@STEMyBanda Yup! achemicalorthodoxy.co.uk/2022/02/15/bus…

@Dazzalee127320 Salary isn’t the problem, but, if it became very attractive (comparative to the private sector in most areas) then it might make the profession more attractive (to start with) then perhaps there are plenty of graduates that maybe suited to the profession.

@STEMyBanda @adamboxer1 Have you read the EEF article on it? educationendowmentfoundation.org.uk/news/moving-fr…

@RogersHistory What percentage of schools still hold teachers to account via that kind of accountibility?

If students are happily passive all day every day, regardless v good teacher working to max, and then said teacher has to endure constant excessive accountability (book looks, obs, reports, requests etc), this will lead to resentment and/or burnout.

@DrWilkinsonSci The Markscheme here says 4: ocr.org.uk/Images/529401-…

Ok, Chemists, I’m not going mad, right? The answer to box B is 4. Markscheme says 2, most of the kids have said 2. I’m losing my mind.

@HeyMissSmith I agree that these are all ways of increasing participation - but they can’t be ways of knowing that you have 100% participation, surely?

@Ruby_RubidiumRb @STEMyBanda @Hookean1 @WomenEd @MrARobbins @adamboxer1 We don’t use a model of end of topic tests but we routinely ‘check for learning’ normally by impromptu questions that a teacher takes in (either written work or MCQ using ZipGrade).

@Ruby_RubidiumRb @STEMyBanda @Hookean1 @WomenEd @MrARobbins @adamboxer1 I would question what the purpose of end of topics are. If it’s for data collection - how valid/useful is it. If it’s for practice how much needs to be teacher marked.

Issues surrounding high load of marking and planning and prep being too high (teaching in disciplines at KS3) and most teachers teach BTEC. Any ideas or further reading on workload reduction is hugely welcome! Thanks @Hookean1 @WomenEd @STEMyBanda @MrARobbins @adamboxer1