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NEW! Tongue Fu Talking - A fully-resourced Oracy Framework

Greater Depth in Science

This course will help science leaders to review the intent and implementation of their science curriculum.

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Created and Led by
Chris Quigley
Duration
Typical study time 4 - 6 hours
Target Audience
Curriculum Leaders, Subject Leaders, Science Leaders

Overview:

This course will help science leaders to review the intent and implementation of their science curriculum.

  • Review the intent and implementation of your science curriculum
  • How to ensure curriculum progression
  • Evidence informed teaching of science

Learn about:

  • The latest cognitive science research into how we learn and its implications for curriculum design and implementation (teaching).
  • The role of cultural capital in science
  • Designing a progression model (including greater depth)
  • Cognitive Load Theory and its impact on progression
  • The role of pedagogical style in promoting progress
  • Sequencing of the curriculum
  • Teaching approaches
  • Pedagogical content knowledge in science.

Why this course is relevant or important:

Although science is a core subject, it has not received as much attention as the other core subjects – maths and English.

This course will provide science leaders with an overview of the latest research into effective curriculum design and how to plan for students’ greater depth of understanding.

Take away:

  • A clear framework for evaluating your science curriculum
  • Examples of how to create a progression model for science.

Individual & Group Access

1-5 users
£375
6-20 users
£500
21-50 users
£650
51-100 users
£800
100+ users
Enquire

The prices above are the total amount you will pay for your group plus VAT.

Just select Pay by Invoice and enter the required information.

You have 30 days to pay your invoice.

If your selected date to access the course is prior to 30 days we will still grant you access to the course and your invoice is payable in line with our Terms and Conditions.

If you have selected 1-5 delegates, for example, but you only enter the details of 2 of the delegates now, you will have the option to add additional delegates via your CQE account up until 48 hours prior to your requested course start date.

Pay by Invoice
Evidence Informed
Evidence Informed
All our courses are based on peer-reviewed research.
Practical and inspiring
Practical and inspiring
We bridge the gap between evidence and practice.
Versatile environments
Versatile environments
We offer a choice between on-demand and live courses.
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Why Schools Should Stop Searching for Oracy Activities
Why Schools Should Stop Searching for Oracy Activities
25th Jun 2026
This article argues that schools should stop searching for oracy activities and start building an oracy curriculum. Activities alone do not define what students should learn, how their learning should develop over time, or how teachers can determine whether learning has taken place. The article draws a comparison with mathematics: schools do not begin by looking for mathematics activities, but by identifying the knowledge and skills students need to learn. It suggests that spoken language should be approached in the same way, with a clearly defined curriculum that specifies content, progression and assessment.
The Six Tests of a Serious Oracy Curriculum
The Six Tests of a Serious Oracy Curriculum
14th Jun 2026
Much of the current discussion about oracy focuses on creating a culture of talk, increasing discussion opportunities and encouraging student participation. This article argues that these are not curricula. A serious oracy curriculum must first specify what students are expected to learn. It proposes six tests: defining a body of communication knowledge, rooting talk in meaningful content, teaching knowledge about communication itself, developing metacognition, specifying progression and making assessment possible through exemplification. Using Tongue Fu Talking® as an example, the article argues that effective oracy education depends not on more talk, but on a clearly defined, progressive and assessable communication curriculum.
Does your school have a planned vocabulary spine?
Does your school have a planned vocabulary spine?
19th May 2026
A planned vocabulary spine can transform the way students think, speak and learn.This blog explores why carefully sequenced vocabulary teaching matters, how Tongue Fu Talking® brings vocabulary, metacognition and oracy together through the Five-a-Week Vocabulary Spine, and how students can move beyond simply learning definitions to using words to reason, explain and communicate with increasing precision.
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