Subject knowledge enhancement: KS3 Physics RX013 / HD04
This course will be delivered remotely.
Develop the background subject knowledge required to help planning and teaching physics for key stage 3. Start your key stage 3 teaching with the tools and confidence to plan and teach effective learning for your physics classes. You will explore ways of building student understanding, taking into account misconceptions and common issues in teaching these concepts.
The course facilitator will be Alan Denton who is a senior facilitator for STEM Learning. Alan is the course author.
You will be able to:
- use consistent approaches to teaching forces and motion that can address likely student misconceptions.
- tell a story of electricity that differentiates the key terms including potential difference and current.
- use energy stores to answer questions related to physical understanding.
- compare the similarities and differences between sound and light waves.
Book now and you will be automatically registered for the scheduled sessions for the course. Remote CPD courses have live, facilitator-led sessions and are not available for instant access. Please refer to the schedule of dates published for each course instance.
|1. Forces and motion||08 February 2021||16:00-17:15|
|Participant led task: Forces and motion in practice||09 February 2021||00:00-00:00|
|2. Electricity||09 February 2021||16:00-17:15|
|Participant led task: Electricity models and diagnostic questions||19 February 2021||00:00-00:00|
|3. Waves and energy||22 February 2021||16:00-17:15|
|State-funded school or college||Activity fee£100.00 +VAT|
|Fee-paying school or college (independent)||Activity fee£200.00 +VAT|
Participants from outside the UK will be charged the course fee and an additional £120 per day plus VAT.
Our remote CPD courses for teachers are delivered across a series of sessions run at specific times and dates. Information on all course sessions can be found under the description of each course. To complete a course, all sessions are mandatory.
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