Starting with the challenge
Children began with a practical challenge, exploring materials, sharing ideas and showing what they already knew before any scientific explanation was introduced.
It created excitement straight away. It also gave Chris valuable chances to assess what his students understood, so he could adapt his teaching to their questions and needs.
What changed
Over the last school year, average assessment scores rose from 49% to 86%. By May 2026, half the class named science as their favourite subject.
Their enthusiasm grew both inside and outside school. Children began to see themselves as scientists, asking questions and exploring ideas beyond their lessons. They built their understanding more quickly, and they carried a willingness to ‘have a go’ into other subjects, even when they didn’t yet know the answer.
Thinking about thinking
Chris’s role centres on metacognition, which simply means helping children understand how they learn: noticing what they know, what they don’t know yet, and what to try next. It’s a skill that follows them into every subject.
His research has now been published in Nurturing Engagement and Motivation with Metacognition, a publication sharing teacher research from across Nord Anglia’s global family of schools.
What Chris wants parents to know
“Children need opportunities to explore, make mistakes and surprise us,” Chris says. If we only ask them to repeat what we already know, we leave little room for creativity or discovery.
As he puts it, “Not knowing the answer can be the most exciting place to begin learning.” It’s a belief that sits at the heart of our 6Cs, helping children grow as Curious, Creative and Committed learners, and a great example of being part of a global family of schools where teachers research, share ideas and learn from one another.
Congratulations, Chris. We’re proud of your work and of the difference it’s making in the classroom.
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