Joel Kenyon
@joel120193.bsky.social
Teacher 👨🏫 | Head of Science 🧑🔬 | Hinterland Lover ⚛️ | Source Provider 📝 | Writer at inquestion.co.uk 🖋️ |
I fully get that preteaching Tier 3 words before they're used is best for understanding.
However, just looking at AQA B6, it is impossible to preteach all of these words whilst also teaching actual content.
This is one topic out of 24 on combined...
The curriculum is too big!
However, just looking at AQA B6, it is impossible to preteach all of these words whilst also teaching actual content.
This is one topic out of 24 on combined...
The curriculum is too big!
October 16, 2025 at 8:00 PM
I fully get that preteaching Tier 3 words before they're used is best for understanding.
However, just looking at AQA B6, it is impossible to preteach all of these words whilst also teaching actual content.
This is one topic out of 24 on combined...
The curriculum is too big!
However, just looking at AQA B6, it is impossible to preteach all of these words whilst also teaching actual content.
This is one topic out of 24 on combined...
The curriculum is too big!
Thank you so much to @alexjquigley.bsky.social for coming to visit us for our awards evening.
Your speech to our pupils was sincere, insightful and exactly the message they needed to hear, especially coming from a former pupil.
It was also a pleasure to finally meet you!
Your speech to our pupils was sincere, insightful and exactly the message they needed to hear, especially coming from a former pupil.
It was also a pleasure to finally meet you!
July 16, 2025 at 8:54 PM
Thank you so much to @alexjquigley.bsky.social for coming to visit us for our awards evening.
Your speech to our pupils was sincere, insightful and exactly the message they needed to hear, especially coming from a former pupil.
It was also a pleasure to finally meet you!
Your speech to our pupils was sincere, insightful and exactly the message they needed to hear, especially coming from a former pupil.
It was also a pleasure to finally meet you!
The weirdest one for me has to be this 👇
Why on earth is that on the GCSE?
Why on earth is that on the GCSE?
July 7, 2025 at 10:16 PM
The weirdest one for me has to be this 👇
Why on earth is that on the GCSE?
Why on earth is that on the GCSE?
4/ Unemployment.
Looking at OECD data, unemployment is drastically lower in all countries when education level is higher.
UK gov data again shows this yet again that if you want unemployment to decrease, you increase education levels.
Looking at OECD data, unemployment is drastically lower in all countries when education level is higher.
UK gov data again shows this yet again that if you want unemployment to decrease, you increase education levels.
July 3, 2025 at 6:07 AM
4/ Unemployment.
Looking at OECD data, unemployment is drastically lower in all countries when education level is higher.
UK gov data again shows this yet again that if you want unemployment to decrease, you increase education levels.
Looking at OECD data, unemployment is drastically lower in all countries when education level is higher.
UK gov data again shows this yet again that if you want unemployment to decrease, you increase education levels.
1/ A school is a place of learning. Not a place to fix all societies ills.
The most deprived areas in the country need a route out of their deprivation.
If we look at the social determinants health, many of them are difficult to change for a child.
The most deprived areas in the country need a route out of their deprivation.
If we look at the social determinants health, many of them are difficult to change for a child.
July 3, 2025 at 6:07 AM
1/ A school is a place of learning. Not a place to fix all societies ills.
The most deprived areas in the country need a route out of their deprivation.
If we look at the social determinants health, many of them are difficult to change for a child.
The most deprived areas in the country need a route out of their deprivation.
If we look at the social determinants health, many of them are difficult to change for a child.
If I'm honest, I hate most analogies.
The worst one is the bucket of water for limiting factors. A pupil once asked me why anyone would make a bucket like that and I've been unable to look past it ever since.
The worst one is the bucket of water for limiting factors. A pupil once asked me why anyone would make a bucket like that and I've been unable to look past it ever since.
June 24, 2025 at 9:53 PM
If I'm honest, I hate most analogies.
The worst one is the bucket of water for limiting factors. A pupil once asked me why anyone would make a bucket like that and I've been unable to look past it ever since.
The worst one is the bucket of water for limiting factors. A pupil once asked me why anyone would make a bucket like that and I've been unable to look past it ever since.
An error on my part.
The positive is highlighting (without a highlighter) useful clues or markers towards the answer.
In the don't, I meant highlighting as a method of summarising or picking out key info from a text.
E.g. 👇 😅
The positive is highlighting (without a highlighter) useful clues or markers towards the answer.
In the don't, I meant highlighting as a method of summarising or picking out key info from a text.
E.g. 👇 😅
June 2, 2025 at 8:59 PM
An error on my part.
The positive is highlighting (without a highlighter) useful clues or markers towards the answer.
In the don't, I meant highlighting as a method of summarising or picking out key info from a text.
E.g. 👇 😅
The positive is highlighting (without a highlighter) useful clues or markers towards the answer.
In the don't, I meant highlighting as a method of summarising or picking out key info from a text.
E.g. 👇 😅
7/ In this question, I show my actual thought process. Metal is a good conductor, this means heat transfers well. I also include references back to demos they have seen (Al ice cube demo) to support their recall.
June 2, 2025 at 8:40 PM
7/ In this question, I show my actual thought process. Metal is a good conductor, this means heat transfers well. I also include references back to demos they have seen (Al ice cube demo) to support their recall.
6/ In this 6-mark question from 2024, I am not giving the students the answer, but instead highlighting as much of the information I can get from my own memory to support my answer.
I would usually then show the pupils how I plan the answer before allowing them to complete it
I would usually then show the pupils how I plan the answer before allowing them to complete it
June 2, 2025 at 8:40 PM
6/ In this 6-mark question from 2024, I am not giving the students the answer, but instead highlighting as much of the information I can get from my own memory to support my answer.
I would usually then show the pupils how I plan the answer before allowing them to complete it
I would usually then show the pupils how I plan the answer before allowing them to complete it
5/ This is very similar to what I get students to do during my revision sessions with them whilst attempting to pull out as much as possible from the question.
For example, in the question below, I have not just annotated for the question, but for a lot more than is being asked.
For example, in the question below, I have not just annotated for the question, but for a lot more than is being asked.
June 2, 2025 at 8:40 PM
5/ This is very similar to what I get students to do during my revision sessions with them whilst attempting to pull out as much as possible from the question.
For example, in the question below, I have not just annotated for the question, but for a lot more than is being asked.
For example, in the question below, I have not just annotated for the question, but for a lot more than is being asked.
4/ Another interesting point is how these are used in MCQs. Students are highlighting key terminology, writing down definitions for words in the question and eliminating incorrect answers.
All incredibly useful!
All incredibly useful!
June 2, 2025 at 8:40 PM
4/ Another interesting point is how these are used in MCQs. Students are highlighting key terminology, writing down definitions for words in the question and eliminating incorrect answers.
All incredibly useful!
All incredibly useful!
3/ For questions that appeared on both higher and foundation papers, the higher students were more likely to annotate - sometimes 20% more likely!
But the bit that really sticks it out for me, is the students that annotate the most, get the higher grades.
But the bit that really sticks it out for me, is the students that annotate the most, get the higher grades.
June 2, 2025 at 8:40 PM
3/ For questions that appeared on both higher and foundation papers, the higher students were more likely to annotate - sometimes 20% more likely!
But the bit that really sticks it out for me, is the students that annotate the most, get the higher grades.
But the bit that really sticks it out for me, is the students that annotate the most, get the higher grades.
I've just got access to Google Veo so here is a springer spaniel going skydiving.
May 30, 2025 at 2:48 PM
I've just got access to Google Veo so here is a springer spaniel going skydiving.
We all remember this...
May 22, 2025 at 8:09 PM
We all remember this...
8/ And then there is employment.
In almost every single region, FSM pupils are ~10% less likely to be employed at 28 than their non-FSM former classmates.
In almost every single region, FSM pupils are ~10% less likely to be employed at 28 than their non-FSM former classmates.
May 21, 2025 at 9:47 PM
8/ And then there is employment.
In almost every single region, FSM pupils are ~10% less likely to be employed at 28 than their non-FSM former classmates.
In almost every single region, FSM pupils are ~10% less likely to be employed at 28 than their non-FSM former classmates.
6/ Again, going back to university degrees, the results are fascinating.
39% of non-FSM pupils in London get an undergrad. ~10% higher than almost every other region.
39% of non-FSM pupils in London get an undergrad. ~10% higher than almost every other region.
May 21, 2025 at 9:47 PM
6/ Again, going back to university degrees, the results are fascinating.
39% of non-FSM pupils in London get an undergrad. ~10% higher than almost every other region.
39% of non-FSM pupils in London get an undergrad. ~10% higher than almost every other region.
5/ Just looking at Maths and English alone...
May 21, 2025 at 9:47 PM
5/ Just looking at Maths and English alone...
4/ And then there is Attainment 8.
The difference between regions in the UK and London is staggering.
What gets me the most is that outside London, they are all fairly similar - showing how widespread the issue actually is!
The difference between regions in the UK and London is staggering.
What gets me the most is that outside London, they are all fairly similar - showing how widespread the issue actually is!
May 21, 2025 at 9:47 PM
4/ And then there is Attainment 8.
The difference between regions in the UK and London is staggering.
What gets me the most is that outside London, they are all fairly similar - showing how widespread the issue actually is!
The difference between regions in the UK and London is staggering.
What gets me the most is that outside London, they are all fairly similar - showing how widespread the issue actually is!
3/ This is heartbreaking. Young people should not be victims of geography. They should have the same opportinity wherever in the UK they are born.
Even just looking at the dispartiy in wages. A young FSM individual in the North East takes home £5000 less than their non-FSM counterparts.
Even just looking at the dispartiy in wages. A young FSM individual in the North East takes home £5000 less than their non-FSM counterparts.
May 21, 2025 at 9:47 PM
3/ This is heartbreaking. Young people should not be victims of geography. They should have the same opportinity wherever in the UK they are born.
Even just looking at the dispartiy in wages. A young FSM individual in the North East takes home £5000 less than their non-FSM counterparts.
Even just looking at the dispartiy in wages. A young FSM individual in the North East takes home £5000 less than their non-FSM counterparts.
1/ Those who are in reciept of FSM are half as likely to go to university than non-FSM (16% compared to 32%)
Looking at a separate gov report not going to university has long-term impacts to earnings. Those with no GCSEs only increase due to minimum wage social-mobility.data.gov.uk/intermediate...
Looking at a separate gov report not going to university has long-term impacts to earnings. Those with no GCSEs only increase due to minimum wage social-mobility.data.gov.uk/intermediate...
May 21, 2025 at 9:47 PM
1/ Those who are in reciept of FSM are half as likely to go to university than non-FSM (16% compared to 32%)
Looking at a separate gov report not going to university has long-term impacts to earnings. Those with no GCSEs only increase due to minimum wage social-mobility.data.gov.uk/intermediate...
Looking at a separate gov report not going to university has long-term impacts to earnings. Those with no GCSEs only increase due to minimum wage social-mobility.data.gov.uk/intermediate...
I am currently reading the Sutton Trust Opportunity Report, and here are some of my key highlights from the report.
First of all, the impact that geography has on outcomes in the UK cannot be ignored. /🧵
www.suttontrust.com/wp-content/u...
First of all, the impact that geography has on outcomes in the UK cannot be ignored. /🧵
www.suttontrust.com/wp-content/u...
May 21, 2025 at 9:47 PM
I am currently reading the Sutton Trust Opportunity Report, and here are some of my key highlights from the report.
First of all, the impact that geography has on outcomes in the UK cannot be ignored. /🧵
www.suttontrust.com/wp-content/u...
First of all, the impact that geography has on outcomes in the UK cannot be ignored. /🧵
www.suttontrust.com/wp-content/u...
The testing effect is of course a real thing, but when the knowledge gets significantly more complex, it doesn't have the same effect.
This may work fine at KS3 but moving into KS4 and KS5, I just cannot justify the time spent testing and marking.
link.springer.com/article/10.1...
This may work fine at KS3 but moving into KS4 and KS5, I just cannot justify the time spent testing and marking.
link.springer.com/article/10.1...
May 15, 2025 at 8:03 PM
The testing effect is of course a real thing, but when the knowledge gets significantly more complex, it doesn't have the same effect.
This may work fine at KS3 but moving into KS4 and KS5, I just cannot justify the time spent testing and marking.
link.springer.com/article/10.1...
This may work fine at KS3 but moving into KS4 and KS5, I just cannot justify the time spent testing and marking.
link.springer.com/article/10.1...
I was having such a lovely half term...
April 18, 2025 at 9:46 AM
I was having such a lovely half term...
Cool as hell but not the best view because of the clouds
Taken through the solar filter for my phone
Taken through the solar filter for my phone
March 29, 2025 at 1:15 PM
Cool as hell but not the best view because of the clouds
Taken through the solar filter for my phone
Taken through the solar filter for my phone
Does anyone have any idea why the 'data from other services' link has vanished from almost every get info about schools page on .gov?
March 26, 2025 at 10:19 PM
Does anyone have any idea why the 'data from other services' link has vanished from almost every get info about schools page on .gov?