Zunnera Hashmi

My science lessons are structured, engaging, and highly adaptive to student needs. I tailor each session to suit the learner—whether they require reinforcement of core concepts, help with exam technique, or stretch and challenge beyond the curriculum. Lessons typically begin with a short retrieval activity to activate prior knowledge, followed by a clear explanation of key ideas using visuals, real-life examples, and questioning to check understanding. I then guide students through progressively more challenging tasks, supporting independence and critical thinking along the way.

I place a strong emphasis on sequencing content so that each lesson builds logically on the last one. For example, a lesson on human impact on ecosystems might follow work on food webs and trophic levels—deepening understanding while making abstract ideas relevant through current events or ethical debates. I also integrate literacy and oracy into science teaching, using sentence stems, structured talk, and modelled answers to support scientific communication and exam success.

My experience includes teaching a wide range of learners across KS3 and KS4, including students with SEND, EAL, and low science capital. I use strategies such as visual scaffolds, simplified texts, and chunked explanations to reduce cognitive load. For more able students, I challenge them with evaluation tasks, exam-style questions, and opportunities to apply learning in unfamiliar contexts.

Lessons are purposeful but calm, with clear routines and mutual respect. I believe in creating a space where students feel safe to ask questions, make mistakes, and grow—both in knowledge, independence, resilience, and scientific confidence over time.