Tag Archives: Subject Knowledge

Part 1 – considering specialist v. non-specialist teaching in science can be found HERE. Having had my ambitions to explore subject knowledge and misconceptions across the KS2/3 transition with our feeder schools derailed by the pandemic, I settled for a more in depth focus over the last seven months on the KS3 curriculum. As aContinue reading “Subject Knowledge and Misconceptions in Science – Part 2”