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A fresh look at how the recognised types of energy are classified.
The National Curriculum for England has been revised and the statements on energy have some new phrasing and some new ideas. In this article, I will reflect on how these changes might be beneficial, relieving some of the strictures of previous drafts and providing opportunities to talk about energy in new, more constructive ways. I will discuss some approaches that support the new statements and that, I hope, provide ideas for developing ways of discussing energy more helpfully with students.
