IoP Physics Network
London Coordinator
Peter Campbell MInstP, FInstP
National Physical Laboratory
6 July 2007
London network aims
•
Bring together specialist teachers of
physics: meetings, workshops, e-mail
•
Support non-specialists teaching physics
at KS3 & KS4.
London information
Newsletter: posted termly to schools & colleges
Online at www.iop.org: newsletter, local events
Please contribute items:
• forthcoming events in which other teachers of physics
might participate.
• information about an event you’ve attended.
• details of useful teaching resources.
• an account of a classroom activity.
pcampbell@nuffieldfoundation.org
Coming events in London
• Physics & Engineering Showcase,
Shooter’s Hill post-16 Campus SE18
Thursday 18 October
• CERN visit 23-26 October, organised by
the Science Learning Centre London
Teachers’ website
www.londonscienceteaching.org
Budget speech March 2006
The Science and Innovation Investment Framework 2004-14: Next Steps
Government ‘ambitions’:
• year on year increases in the number of young people taking
A levels in physics, chemistry and mathematics:
35,000 A-level physics entries by 2014 (currently 24,200)
• continually improve the number of pupils getting at least
level 6 at the end of Key Stage 3 (11-14 year olds)
• continually improve the number of pupils achieving A*-B and
A*-C grades in two science GCSEs
• step up recruitment, retraining and retention of physics,
chemistry and mathematics specialist teachers.
by 2014: 25% of science teachers with a physics specialism
95% of school mathematics lessons taught by a
mathematics specialist (currently 88%).
Physics: a gateway
• Physics all around us – a way of seeing
• For what careers is a physics qualification
– essential?
– useful?
Research shows
• Decline in attitudes towards Physics starts in KS3,
and pupils decide not to continue with the subject.
Implication
• Physics needs to be taught well through all stages
from 11-19 (appropriate content, teaching approaches
that engage & support learners)
2006 suites of GCSE courses
GCSE
AQA
EDEXCEL
Science
Additional Sci
Add Applied Sci
Bio/Chem/Phys
Applied Sci
Entry
Other
(Dble)
BTEC First
OCR
(2 suites)
WJEC
AS/A2 Physics from 2008
Edexcel
• 1 specification: concept & context-led
approaches, with suggested experiments
AQA
• 2 specs: spec A trad, B Phys in context
OCR
• 2 specs: spec A trad; B Advancing physics
Draft specs & SAMs currently available online
QCA-accredited specs promised for September
QCA assessment requirements
• Assessment types and weightings:
– Six assessment units
– one unit at AS and one unit at A2 must be internally
assessed and include the assessment of practical skills
– the weighting of each internally assessed unit must be
between 20% and 30% at each of AS and A2.
• Three assessment objectives:
– AO1: Knowledge and understanding of science and of How
Science Works
– AO2: Application of knowledge and understanding of
science and of How Science Works
– AO3: How Science Works
Slide 9
Making a choice?
Questions to ask:
• What teaching & learning style(s) does the spec
encourage/allow?
• How is practical work assessed (AS & A2)?
• What treatment of ‘How Science Works’?
• What’s the non-core content (AS & A2)? Are there
Option Topics? What contemporary science?
• Does the Sample Assessment Material indicate how new
aspects will be assessed?
How science works - Edexcel
For example
• Unit 2:
‘discuss the social and ethical issues that
need to be considered, eg, when developing and
trialling new medical techniques on patients or
when funding a space mission’
Sample Assessment Material not yet available.
How science works - AQA
Spec A Physics
•
‘This specification will concentrate on those aspects which, it is
deemed, are most appropriate at this level and taking into account
the content to be studied. In doing so, it bears in mind considerations
of what is reasonable, manageable and practicable.’ (see draft
Specification pages 34-39)
Spec B Physics in context
e.g. ‘Issues related to ethics, application and decision making. For
example,
•
the effects of improving communication that digital electronics brings
society.
•
the range of information made available to decision-makers in
industry, services and government
•
the effect of rapidly changing and quickly redundant technology on
the use of material resources’
Sample Assessment Material gives little indication of this aspect.
How science works - OCR
Spec A Physics
•
Flags e.g. ‘There are opportunities to discuss how theories and models
develop with the history of the electron.’
•
Annotations e.g. [Likely HSW aspects covered: 3, 4, 6a]
Spec B Advancing physics
‘Growth and use of scientific knowledge’ e.g. Physics in Action
Candidates should be able to:
1. describe examples of applications of technological or scientific
knowledge;
2. suggest relevant arguments about issues concerning the value or
significance of such applications.
•
Examples of relevant issues include: practical or scientific implications
of technical advances; social consequences of technological change;
and historical, aesthetic, economic and environmental issues.
•
Examples of relevant technological and scientific advances include:
imaging; sensing; digital communications; development and choice of
materials.
KS3 Science from 2008
A need for change:
• Decline in attitude towards science in early secondary
years
• A failure to engage many pupils with one of humanity’s
major cultural achievements
It’s crucial that early secondary years stimulate and
enhance students’ interest in science.
Looking forward: making key stage 3 science work (2006)
Booklet discusses what’s been achieved recently; present
challenges; curriculum, teaching approaches &
assessment; implementation.
www.york.ac.uk/depts/educ/ResearchPaperSeries/index.ht
m Paper 19
KS3 Science from 2008
QCA’s stated aim
• reduce prescription & increase flexibility
(move away from a "shopping list of facts)
Structure of the new Programme of Study
• ‘Key concepts’: scientific thinking; applications & implications
of science; cultural understanding; collaboration
• ‘Key processes’: scientific enquiry; research skills; scientific
communications
• ‘Range & content’: energy, electricity & forces; chemical and
material behaviour; organisms, behaviour & health; the
environment, Earth & universe
Curriculum ‘lenses’
• Aims: successful learner; confident individual; responsible
citizen
• Personal development: develop the capacity to enjoy
life; learn how to stay safe and manage risks; understand
how to maintain a healthy lifestyle; form relationships and
participate in society; acquire the knowledge, skills and
understanding relevant to working life.
• Skills: Personal, learning and thinking skills; functional skills
(English, mathematics and ICT)
Implementing the new PoS
Further supplementary material is needed to
'unpack' these statements
• Assessment: SATs? … unclear
• QCA website, from September 2007
• Secondary National Strategy, January 2008
More information at
www.qca.org.uk/secondarycurriculumreview/
Teaching resources
IoP website www.iop.org
•
Teaching Advanced Physics
Practical work: www.practicalphysics.org
–
Please review experiments, submit experiments
Gatsby Science Enhancement Programme
Register as an associate – ‘exclusive access to online
materials and receive free copies of selected hard-copy
resources and the SEP newsletter’ www.sep.org.uk