Naomi Hennah
Beginning her studies in applied biology with French, Naomi specialised in biochemistry and microbial genetics, spending a year at the University of Liege in Belgium. Having completed a graduate training programme, she went on to spend over 20 years in the classroom teaching science with a chemistry specialism. Her experience of literacy and language impacting learning and teaching in chemistry was the driver for her master's degree in education (applied linguistics). Naomi was one of the inaugural oracy leaders trained by Voice 21 and Oracy Cambridge.
Naomi uses collaborative learning and oracy pedagogy to encourage students to think about and explore their understanding of chemical concepts. Through these techniques she strives to connect practical work with its underlying chemical concepts and facilitate active learning. Her research in the field of chemistry education culminated in a PhD by publication from the University of East Anglia department of chemistry titled 'Developing oracy to learn chemistry in the secondary school laboratory'.
Naomi is a learning excellence coach for the Bedford College Group.
OpinionFoster deeper comprehension and engagement with oracy
It’s time to recognise speaking and listening as a cornerstone of learning science
ResourceParticle model | Structured talk | 11–14 years
In this speaking and listening task learners work together to build word bridges, building and sharing understanding by applying the particle model
ResourceStructure and bonding | Structured talk | 14–16 years
In this speaking and listening task learners work together to build word bridges by applying, building and sharing understanding of bonding
ResourceAtomic model | Structured talk | 14–16 years
In this speaking and listening task learners work together to build word bridges, building and sharing understanding of the atomic model
Opinion4 ideas to empower your learners
Use key education frameworks, such as PISA, in your chemistry lessons to equip students for life
CPD articleTeaching enthalpy cycles at post-16
Use these tips and resources to help your students construct and interpret enthalpy cycles
IdeasHelp your students understand ethics in science
How to develop learners’ moral problem-solving skills
ResourceToxic socks: nanotechnology, ethics and society | 11–14 years
Use the example of nanotechnology in socks to introduce ethics in science with this structured practice debate
FeatureMake the most of practical work
How to use reverse storyboarding and lab roles to optimise practicals
ResourceReciprocal reading task: agriculture and ammonia | 14–16 years
Provide context and help build cultural and science capital, while improving learners’ reading skills
IdeasSustainable use of terrestrial ecosystems
From synthesising ammonia to keeping your school laboratory green, here’s how to link UN Sustainable development goal 15 to your teaching
IdeasHow to choose the right practical simulation
Make sure you pick the right virtual practical for your students by asking yourself these 6 questions
ReviewTeaching chemistry in higher education, Seery and McDonnell
Not just a tribute, this book is a great introduction to chemistry education research and a practical guide for all involved in chemistry education
IdeasDebate in the chemistry class
Cross-disciplinary discussion supports critical thinking and reasoning skills
IdeasHelp students connect observations to theory
Talking activities that give a deeper understanding of practical work
