Answer: At the end!
When I was a brand-new teacher in the 90s I had to teach biology alongside my physics specialism. It was hard. I hadn’t studied biology since year 8. I had to teach fungi, MRS GREN and other mysteries. And there was the green pen incident…
I was a page or two ahead in the textbook. My understanding was surface-deep. I stuck to the explanations I had rehearsed. I didn’t recognise my students’ common misconceptions, let alone have any idea how to correct them. I had no alternative explanations, few helpful analogies or interesting stories. I struggled to relate our learning to useful context nor could I point my students to relevant careers. My lessons were probably rather dull – at least, I wasn’t enjoying them very much.
With time, I expect my biology teaching would have improved, but I was very relieved when I moved to a school where I could focus on teaching my first love, physics. I was lucky, and remain in awe that most of my science teaching colleagues are expected to teach all 3 sciences to GCSE (we don’t see that with languages or humanities…).
You’ll probably be aware that physics specialists are a rarity in the teaching profession.
Students taught by those teaching physics outside their specialism are:
- less likely to feel confident
- less likely to choose A level, apprenticeships or degrees in physics – and of course
- less likely to become physics teachers. Especially girls.
And so the vicious cycle continues.
One of the most effective, immediate and least costly ways we can break this cycle is to support physics teachers. I am proud to work with Physics Partners, a charity which does just that.
Research shows that sustained, expert, subject-specific CPD really works (e.g. this report from the Education Endowment Foundation and this one from the Teacher Development Trust)
Physics Partners coaches show teachers how to explain concepts, how to overcome the fear of doing demonstrations and managing whole-class practicals, and they upskill their subject knowledge too. Our series of 10-minute Physics Fuel films give teachers a subject knowledge boost on-demand.
Of course it costs money, and none of it comes from the government, despite its stated aim of addressing recruitment and retention.
It’s interesting that some of the big science teaching CPD providers have all but ceased teacher-facing support as government funding has declined. But Physics Partners is small, lean, agile, and staffed by experienced subject experts. Our amazing CEO Sally Smith, Chair Isabelle Haigh and Founder-Chair Tommy Cookson are skilled at working with industry partners for careers support and independent schools – where there are often ample subject specialists willing to share their expertise.
But wouldn’t it be amazing to expand from the 120,000 students in 470 schools we currently reach country to even broader national impact. And we could. With more funding.
So, I hope that’s useful whether you are:
- a science teacher looking for help with your physics teaching, especially if you’re new to teaching, or teaching outside your specialism
- a subject leader or headteacher looking at your recent GCSE component breakdowns and thinking that some Physics CPD might be useful
- someone from the government looking for ways to spend money that will actually make a difference
- working for a corporate or charitable organisation that could fund this crucial work
- wealthy enough to support us yourself (honestly, you don’t have to be super-rich – every little helps…)
or know any of the above. Please share this and help us reach them.
[Proud disclaimer: I’m an adviser to and coach for Physics Partners, and a former trustee.]