In this episode Femi and Matt explore high quality science teaching with Rob Newman.  They discuss the importance of identifying and then observing established good teachers, having quality conversations about teaching, filtering the noise of ‘advice’ coming from all corners and crucially; ignoring the feedback that was not helpful.  Rob talks about where time is wasted in lessons and what good teachers do instead, the power of relentless routines, clarity of teacher talk – concise clear explanations / modelling, lots of practise time and time on task for students.  They discuss the ever present tension between time spent practising vs covering the curriculum and how good science departments develop their curriculum and lessons to best manage this, the features of a good science lesson – retrieval, practise, teacher circulating and supporting students and silent independent work.  Rob explains the difference between checking for listening and checking for understanding, and highlights key features of practicals and demonstrations - emphasising the need for teachers to be absolutely clear on what the purpose is for that practical.  The trio discuss text books, their utility, their lack of prevalence in English science departments, and the need for texts with a good volume of high quality questions for students to work through.