Practice & Projects
The work should be visible enough to judge.
Current work
One education practice, several forms of evidence
Live and expanding
Interactive science simulations
A growing set of interactive models for physics, chemistry and biology. The design principle is simple: interaction should help a learner predict, manipulate, observe, collect evidence or explain a scientific relationship that is difficult to see in a static diagram.
Live platform, architecture evolving
Curriculum-linked learning platform
The current Curriculum Explorer provides structured learning content. Behind it, the curriculum architecture is being strengthened so official specification structure can remain authoritative even when content is incomplete, and so shared scientific concepts can be reused without unnecessary duplication.
Developing
Teacher-facing science resources
The Teach route is being developed as a different view over the same scientific knowledge system. The aim is to connect explanations, simulations, misconceptions, questioning, practical guidance and classroom resources without creating a disconnected second copy of the science.
In development
Curriculum quality and authoring systems
The platform is moving toward version-controlled curriculum manifests, validation, coverage auditing and constrained AI-assisted authoring. Missing or partial material should remain honestly visible rather than being hidden by decorative completeness indicators.
Professional practice
Educational technology and responsible AI
The focus is educational purpose, adoption and implementation rather than technology for its own sake. That includes identifying useful problems, evaluating tools, designing workflows, protecting professional judgement and connecting teaching, leadership and technical teams.
New developing strand
Alternative provision and inclusive science
Professional experience in alternative provision is beginning to become part of the wider practice. It will be used to deepen thinking about engagement, adaptive science teaching, relationships and boundaries, curriculum accessibility and practical or visual approaches without overstating specialist expertise.
Evidence principles