IoP Physics Network

1. IoP Physics Network London Coordinator Peter Campbell MInstP, FInstP National Physical Laboratory 6 July 2007

2. London network aims • Bring together specialist teachers of physics:meetings, workshops, e-mail • Support non-specialists teaching physics at KS3 & KS4.

3. 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

4. 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

5. 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%).

6. 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)

7. 2006 suites of GCSE courses

8. 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

9. 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

10. 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?

11. 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.

12. 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.

13. 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.

14. 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.htm Paper 19

15. 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

16. 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)

17. 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/

18. 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