WEBVTT

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You have finished marking. Now comes the question that
matters most. What should you teach next?

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A score shows how a pupil performed. It does not by itself
explain the thinking behind an answer.

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Who understands the concept? Who may have a misconception?
Who needs another explanation?

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And who is ready to go further? That is the purpose of
MyScienceHOD,

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helping science teachers turn reviewed assessment evidence
into clearer teaching decisions.

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Here is a fictional primary five walkthrough of that
teaching loop.

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Look at this question about two identical bulbs connected
in series. Only 38% answered correctly.

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The most common wrong answer says the bulb nearer the
battery is brighter.

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Twenty pupils share the answer pattern. The possible
misconception is that electric current

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gets used up as it travels around the circuit. That is
more useful than a low score alone.

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It gives the teacher a specific idea to investigate.

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The suggestion is a hypothesis to check, not a label for a
child's ability.

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Next, choose the teaching response. In this example, the
teacher reviews a contrast and test

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activity. Predict the brightness, compare the two bulbs,
then explain the result. The teacher can

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approve the draft, choose to adapt it before use, or
decide not to use it. The next lesson

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now has a focus. Revisit the exact idea that caused
difficulty rather than repeat the entire topic.

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Review the 15-minute reteaching outline and adapt the

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explanation, prompts and checks for your pupils.

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A separate fictional pupil example shows why individual
evidence matters too.

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A pupil can show strength in Forces while still needing
support with Electrical Systems.

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Look across reviewed assessments, inspect the reviewed
assessment history,

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and consider the next step for that pupil. This is the
teaching value. Use strengths

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as well as difficulties to choose support. Give pupils who
need it a clearer explanation

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and guided practice. Give pupils who understand a question
that stretches their reasoning.

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Then check again. A fresh question helps you see whether
the explanation has changed

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or whether the misconception may still be present.

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Record the follow-up and use later evidence to inform the
next decision.

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Getting started is simple. Add your class list and
teaching level,

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bring in your school's annual science plan, and confirm
your weekly lessons.

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That gives the teaching year its context. The examples
shown here are fictional.

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Teaching suggestions remain yours to review and adapt.

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Try the guided example and see the difference between
knowing the mark

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and knowing what to teach next. MyScienceHOD.

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Understand the misconception. Plan the right reteach.
Check the next response.