I'm looking forward to my first term as a freelance writer and supporting schools. If you think I could be of any help, do get in touch.

@EnserMark I think it’s crucial that: 1) SLT explicitly tell teachers that they are not in competition with one another, and shouldn’t be trying to sell their subjects 2) Teachers should always challenge mention of disliking subjects/not being good at subjects (eg ‘I’m bad at maths’)

In schools the GCSE options process is gearing up - but what are the unintended consequences of setting up subjects as products and pupils as consumers? https://t.co/m0iODyOlc9

@SoLInTheWild When we wrote Generative Learning in Action we focused on how it's the otherside of the Rosenshine coin. It's what happens with the knowledge & how it interacts with the long term memory via those activities that makes the diff. If you don't have knowledge you can't generate

Barry, who has me blocked for some reason, quote-tweeted my generative learning task as evidence of the “anti-memorization” movement in education. Ironically, generative learning only works because students have memorized the knowledge and are now retrieving and organizing it.

In schools the GCSE options process is gearing up - but what are the unintended consequences of setting up subjects as products and pupils as consumers? https://t.co/m0iODyOlc9

*** NOW BOOKING *** Primary Geography Subject Leader Network - I'll be joining @EmmaEspley to discuss responding to the Curriculum and Assessment Review and Ofsted's Toolkits. Sign up here

*** NOW BOOKING *** Primary Geography Subject Leader Network - I'll be joining @EmmaEspley to discuss responding to the Curriculum and Assessment Review and Ofsted's Toolkits. Sign up here

🌎Geographical books galore🌎 What I'm gifting to any family member who has ever shown the slightest interest in anything geographical 😏📚Thought it might be useful to share! https://t.co/1NyjhiwTVh

*** EXCITING NEWS *** I’ve been the series editor and an author for Discover Geography, a complete curriculum package for KS3 and lower secondary international schools. What sets it apart is not just the student books, but the depth of support for teachers.

When I see him writing curriculum, producing resources, problem solving with leaders in schools, delivering training, writing our book, writing & editing this series, writing blogs & now joining the governing body of our local school it makes me exhausted. He also cooks dinner 🙂

As series editor, my focus was coherence across the curriculum, ambitious geographical knowledge, and keeping teacher workload manageable. If you are looking for a KS3 geography course that takes teacher support seriously, it is worth a look. https://t.co/8rfULG1mji

For non-specialists and early career teachers, this level of guidance can be transformative. For experienced teachers, it provides coherence, flexibility, and a shared framework for professional discussion.

This matters because good geography teaching depends on strong curricular decisions, not just good resources. The guides make progression explicit and anticipate common misconceptions, supporting confident teaching.

The teacher guides are a genuine selling point. They go beyond activities and answers to explain the curriculum thinking behind each unit. They clarify key concepts, disciplinary reasoning, and why particular examples and enquiries are used. https://t.co/8rfULG1mji

*** EXCITING NEWS *** I’ve been the series editor and an author for Discover Geography, a complete curriculum package for KS3 and lower secondary international schools. What sets it apart is not just the student books, but the depth of support for teachers.

An excellent summary of how to use AI ethically and effectively. Mark poses important questions to help users critically engage with making resources.

*** NEW POST *** Avoiding AI pitfalls in schools. Most teacher use of AI is practical and routine, but common mistakes waste time and undermine learning. I share simple habits that help build AI literacy across a staff team. https://t.co/80li49sQyO

"Schools aren’t just collections of classrooms. They’re ecosystems: a web of interdependent systems that all need to function in harmony." For this reason, @EnserMark reminds us, outside fixes rarely work-- because they focus on one part and not the whole. We need to think

*** NEW POST *** Reflecting on @BeckyFrancis7 Curriculum and Assessment Review to consider the 6 components of a truly ambitious curriculum. https://t.co/f6wBuK1M0H with @greeborunner

Without a clear curriculum, knowledge is forgotten, habits don’t shift and progress stalls – and this is just as true for teachers’ learning as it is for pupils’, writes Mark Enser https://t.co/Mjq3pfbph0