 As a group, we share a passion for chemistry as well as for teaching and learning. Our aim is to implement evidence-based practices from education research and then evaluate them. Our work focuses on three themes. The first is embedding the development of key skills. One approach we use is context-based learning using scenarios, such as developing an antimalarial drug or selecting which nanomaterial to invest in. Evaluations have shown that learners improve their key skills, including communication, digital capacity, planning and group work. Community-based learning products are another method we use to develop transferable skills. This involves a real-world context and students address a need identified by a community partner. They've implemented hands-on science activities for nine to twelve-year-olds with five community partners. We also implement some community-based undergraduate research projects, such as testing soil quality in community gardens. The second theme is supporting transitions to higher education. Between 30 and 50% of our students have not studied chemistry at second level, and we have produced online pre-lecture resources for them. These ensure that learners have met some of the unfamiliar terms and concepts in advance of the lecture, and they are then less likely to experience overload. Also in first year, all courses have a context-based module and introduce these learners to either forensic and environmental or medicinal applications. We have found that learners develop key skills as well as being motivated by seeing the applications of what they learn in college. The third theme is applying technology to enhanced learning. We use student-reflective blogs, wikis, mind maps, interactive polling and student-generated videos. We seek to continuously improve as we want to implement what will provide the best experience for our students, as well as to share our enthusiasm for chemistry with them.