Ben Sudjaitham🌈

Curriculum is designed. Understanding is built. Tools serve clarity.

Some lovely revision resources for GCSE Biology, Chemistry and Physics here drive.google.com/drive/folders/…

New sheet dropping...now 😎 The top 300 most popular MooMooMath and Science videos, all with a quiz, worksheet, and interactive videos to go with each one...all free! 😄 #gid=755464040" target="_blank" rel="nofollow noopener">docs.google.com/spreadsheets/d… @waygroundai #edtech #edchat #teachers #letsfindaway #wayground #quizizz #teachertwitter

GCSE Physics teachers. Please find below a file with links to 30 simulations I have made, sorted by topic. I hope you find them useful 🙂docs.google.com/document/d/17D…

I have created an app to help students learn about emission and absorption spectra. Here is the link. I hope you find it useful 🌟 sites.google.com/view/hookean-p…

Hi all. I have made a simulation to show convection in liquids. It is the classic potassium permanganate demo. I hope you find it useful 🙂 sites.google.com/view/hookean-p…

Schrödinger’s cat: simultaneously hiding and definitely watching me.

@reactwithdee That sounds cool. I always come back to the idea of learning as connections. I’m designing diverse graphics as well that help students to write and see disciplinary principles eg accuracy is important for having data we can rely on to combat disinformation.

@opsonise Love this approach! PowerPoints are the past. 📉 I’m currently taking topics like titration data and pH reactions and building interactive Python tools for them. It’s all about turning that "narrative" into real-world data analysis. 🧪💻

No PowerPoint lessons. I’ve turned pH, reactions, salts & titrations into a connected, structured learning narrative for GCSE Chemistry. Available on TES: tes.com/teaching-resou…

This is as far as I want for my visual to help students structure the method for specific heat capacity. Have left the voltmeter out deliberately. I’ve prompted my work colleague into the diagram.

C6 Rates visual of my science tech - Inverted cylinder method. Quite happy with my prompting 🥳

Chemistry required practical - I’ve prompted my colleague into the steps 🥰🎉

🤔🥰Traditional “be present” advice often backfires for intense minds. Instead, use functional presence: Ask: What is the next honest step? What is actually required in the next 30 minutes — not the next 3 weeks? You don’t need to empty your mind. You need to narrow the aperture.

Most curriculum problems aren’t about content quality. They’re about connection. Ideas are introduced, then forgotten. Units make sense alone, but not together. Curriculum is a system — it only works when ideas return and deepen. Clear explanations. Connected ideas. Time to think

One of the biggest risks in curriculum work right now isn’t AI — it’s fragmentation. Well-intentioned initiatives layered without a clear model of how knowledge builds over time. Coherence isn’t about doing more, but deciding what connects, what returns, and what to leave out.

Calm curriculum is resilient curriculum. Clear explanations. Connected ideas. Time to think.

I use AI — carefully. Not to automate teaching. Not to shortcut curriculum thinking. But to support clarity, structure, and design.

I’m interested in curriculum that feels calm. Not easy. Not slow for the sake of it. Calm because it’s coherent.

The goal isn’t speed. The goal is learning that remains robust as tools, exams, and technologies change.