Teach17

Question 1

How has your career in biology education developed over time?

I have been teaching since I left university, where I studied biology at the University of Nottingham. Throughout my career, I progressed from classroom teacher to head of biology, head of science, study skills coordinator, and many other roles. Just before the pandemic, I launched Miss Estruch Biology, which then gave me a platform outside of school to support students and earn an income. By 2024, I left the classroom to work fully in my own online business, Miss Estruch Biology, supporting both biology students and biology teachers.

Question 2

What first drew you to biology?

I come from a very scientific family with parents and grandparents who all did science degrees. I was also quite ill as a teenager, so I was particularly fascinated by biology.

Question 3

What did you enjoy most about teaching?

I was never bored. Teaching is the one job I’ve had, compared to when I used to work part-time in a bar, cleaning, at call centre, where I have never clocked watched. I loved working with people, helping students, and sharing my love for biology. Plus, students can be incredibly entertaining.

Question 4

Why do pupils find biology difficult?

There are many biological terms which will be new, and it can almost feel like learning a new language on top of the large quantity of content to understand and remember before you even get on to the challenging application and critical analysis. We currently see that mark schemes are incredibly specific, so you have to know exactly the phrasing your exam board wants.

Question 5

What is the biggest revision mistake pupils make?

Passive revision, relying too heavily on reading notes and watching videos rather than actively testing: do they understand and remember that information, and can they apply it to exam questions?

Question 6

How can pupils improve their exam technique?

Through a lot of practise of exam questions. But they also need some direct teaching of what each command word means and how to approach different types of questions. Have this modelled for them, and then they can start exam questions.

Question 7

What makes an effective biology lesson?

A biology teacher who is incredibly confident in their subject knowledge, who can explain concepts concisely with excellent clarity and is able to answer questions, but also a lesson that involves lots of active engagement and not passive students being talked at while they write notes.

Question 8

How can teachers build pupils’ confidence?

Through building a growth mindset and actively teaching and reminding students that failure is a very normal and essential part of learning and not something to be ashamed or embarrassed about. Students should be encouraged to point out one thing every lesson that they struggled with or failed at and how they overcame it, to completely normalise failure as a part of learning.

Question 9

What makes practical work truly valuable?

Having the time to ensure that students understand, before a practical, what they are trying to investigate, why and how. This is then how practicals can bring the theory concepts to life and for students to truly understand what makes a valid experiment and why that’s important.

Question 10

What did school leadership teach you?

That I’m a far better teacher than I am a manager. Adults are incredibly hard to manage compared to teenagers, and I love teaching more than managing.

Question 11

Why did you start Miss Estruch Biology?

To provide video lessons for my students in school to help them with their homework for flipped learning and support students who miss lessons.

Question 12

What makes a good educational video?

Visually engaging, clear to understand, clear voice, and either concise, accurate text information, or I love creators who produce amazing animations to help explain points, such as the Amoeba Sisters and Cognito.

Question 13

How has social media changed education?

It’s created a free platform, readily available and easy to find for students. Students previously only had the option to purchase more textbooks, more revision guides, and pay for tuition, and those who didn’t have a family that could afford it missed out. Now everyone has free access to high-quality revision resources from qualified teachers on social media. They can re-watch as many times as they want at their own pace. It has massively helped students from disadvantaged backgrounds or who have attendance challenges (for whatever reason).

Question 14

What have you learnt from writing textbooks?

The importance of your English and clarity when communicating science and that good subject knowledge alone is not good enough.

Question 15

What does useful teacher CPD look like?

It must be on themes that address problems that teachers currently have that they want solutions for. There need to be actionable takeaways that teachers can implement in very little time and easily. Provide time within the CPD session for them to do this to ensure that they actually have the opportunity to follow through on any ideas or strategies that are discussed. Plus, it needs to be free or affordable and flexible in terms of providing recording. Have it online to ensure as many people as possible can attend.

Question 16

How should teachers approach AI?

With caution and within their school guidelines. AI can be fantastic for removing the time taken on admin tasks, but if not used carefully or appropriately, it could be harmful. For example, linked to GDPR.

Question 17

What would you change about science education?

I think most of the challenges in science education, and all education, are linked to restricted budgets, which, unfortunately, is going to be the case for many industries, not just education, and I don’t see that changing. Science education is struggling to get qualified specialists, particularly in physics. That is because it is a stressful, demanding job with a significantly lower salary than someone with a good Physics degree could get in the private sector (e.g. engineering). It’s a challenge to get qualified individuals into teaching, so finding a way to recruit and retain highly qualified teachers would be key.

Explore Katie’s biology resources, videos, teacher support and educational content through the following channels:

Miss Estruch Biology Website – Biology resources, courses, revision support and tuition.

Miss Estruch Biology on YouTube – Free GCSE and A-level Biology lessons, revision videos and exam guidance.

Miss Estruch Biology on Instagram – Biology explanations, revision advice and updates.

Miss Estruch Biology on TikTok – Short biology lessons, exam tips and revision content.

Katie Estruch on LinkedIn – Follow Katie’s work as the founder and CEO of Miss Estruch Biology.