Physics for non-specialists NY201
Discover how to teach secondary physics effectively through stimulating practicals and linking the curriculum to cutting edge research.
For those teaching physics across ages 11-16 for the first time and want to understand the misconceptions students have and how to address them. Aimed at biologists and chemists who wish to develop their physics knowledge we will focus on subject knowledge enhancement on all the topics across the age range.
Focus on the key principals needed to teach physics effectively through the use of stimulating practical activities and demonstrations. We will also look at cutting edge research that will link the learning to students' everyday lives and look at scaffolding the learning to help demostrate progress.
Who is it for?
NQTs, RQTs as well as biology and chemistry specialists
What topics are covered?
During the course we will cover:
- What they learn at primary - where are they coming from?
- Energy - Stores, pathways and misconceptions
- Forces - Force diagrams, Newton's Laws, formulae
- Motion - Everyday contexts, calculations, graphs
- Electricity - Basic circuits, static, practical work and electromagetism
- Waves - Electromagnetic spectrum, uses, calculations
- Radioactivity - Nuclear decay, safe handling and managing, graphs
- Required practical - practice at required practical work and adding context to this
- Exam tips and maths skills - learn from a maths expert how to help students in exams
Not sure yet? Here is a free taster which will give you a better understanding of what to expect once you join the course. Please note, this is a free short activity you can do in your own time.
How will you learn?
This course will be delivered face to face with participant tasks to be completed between sessions.
How long is this course?
An intensive five-day course across two residential periods.
By the end of this course, you will be able to:
- teach physics confidently by effectively using a range of teaching strategies to assess students’ prior understanding, counter misconceptions and move learning forward
- describe developments in physics and how it relates to the topics that are being taught making the science more relevant to learners
- evaluate the impact of a change within your teaching