Science teacher & curriculum designer. I care about calm, coherent learning: clear explanations, connected ideas, time to think. AI used carefully.
London, England
Joined December 2015
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Ben Sudjaitham🌈 retweeted
An EXCELLENT book - well worth a read, and a summary here!
itsalearningcurve.education/…
Ben Sudjaitham🌈 retweeted
Here is a new interactive Physics teaching app for Nuclear Fission reactors, at GCSE level. I hope you find it useful
drjonesphysics.com/reactor
Ben Sudjaitham🌈 retweeted
Here is a new basic circuit simulation, showcasing bulbs in series and parallel. I hope you find it useful 🙂
drjonesphysics.com/bulbs-s-p
Ben Sudjaitham🌈 retweeted
Retrieval practice is going wrong in a lot of classrooms, why? It usually works best in the middle of a pipeline: after explanation, before performance.
Ben Sudjaitham🌈 retweeted
Some lovely revision resources for GCSE Biology, Chemistry and Physics here
drive.google.com/drive/folde…
Ben Sudjaitham🌈 retweeted
New sheet dropping...now 😎
The top 300 most popular MooMooMath and Science videos, all with a quiz, worksheet, and interactive videos to go with each one...all free! 😄
docs.google.com/spreadsheets…
@waygroundai #edtech #edchat #teachers #letsfindaway #wayground #quizizz #teachertwitter
Ben Sudjaitham🌈 retweeted
GCSE Physics teachers. Please find below a file with links to 30 simulations I have made, sorted by topic. I hope you find them useful 🙂docs.google.com/document/d/1…
Ben Sudjaitham🌈 retweeted
I have created an app to help students learn about emission and absorption spectra. Here is the link. I hope you find it useful 🌟
sites.google.com/view/hookea…
Ben Sudjaitham🌈 retweeted
Hi all. I have made a simulation to show convection in liquids. It is the classic potassium permanganate demo. I hope you find it useful 🙂
sites.google.com/view/hookea…
This is as far as I want for my visual to help students structure the method for specific heat capacity. Have left the voltmeter out deliberately. I’ve prompted my work colleague into the diagram.
No PowerPoint lessons.
I’ve turned pH, reactions, salts & titrations into a connected, structured learning narrative for GCSE Chemistry.
Available on TES:
tes.com/teaching-resource/ex…
🤔🥰Traditional “be present” advice often backfires for intense minds.
Instead, use functional presence:
Ask: What is the next honest step?
What is actually required in the next 30 minutes — not the next 3 weeks? You don’t need to empty your mind. You need to narrow the aperture.
Most curriculum problems aren’t about content quality. They’re about connection. Ideas are introduced, then forgotten. Units make sense alone, but not together. Curriculum is a system — it only works when ideas return and deepen. Clear explanations. Connected ideas. Time to think
One of the biggest risks in curriculum work right now isn’t AI — it’s fragmentation. Well-intentioned initiatives layered without a clear model of how knowledge builds over time. Coherence isn’t about doing more, but deciding what connects, what returns, and what to leave out.
I’m interested in curriculum that feels calm.
Not easy.
Not slow for the sake of it.
Calm because it’s coherent.
I use AI — carefully.
Not to automate teaching.
Not to shortcut curriculum thinking.
But to support clarity, structure, and design.