Early career teaching CPD videos
CPD for 11-14 14-16 16-19
The videos below aim to help you get the most from your first years of teaching, offering support in physics pedagogy, subject knowledge, inclusion, and more.
Maths in Physics
|Maths and language|
|Teaching and learning|
|Some issues with algebra|
Assessment in Physics
|Types of assessment|
Inclusion in Physics
|Inclusive teaching techniques|
|Science capital teaching approach|
|Participation in physics|
Misconceptions in Physics
|Addressing misconceptions: thought experiments and refutation texts|
|Addressing misconceptions: bridge analogies and systems thinking|
Practical Work in Physics
|Purpose and attention|
|Pragmatic considerations and planning|
|Introduction and application to physics teaching|
|Classroom strategies for problem solving|
|Using diagrams and images effectively|
Literacy in Physics
Modelling in Physics
|Modelling for a purpose|
|Sequencing in a lesson|
|Sequencing lessons across a topic|
Mark explores the challenges with using mathematical language and considers how the language of units can improve students' understanding of physics.
Mark tackles the issues both students and teachers face when dealing with maths in physics.
Mark weighs up the pros and cons of different algebra methods including the triangle method, function machines and the balance method.
Daisy introduces different types of assessment and what they are used for.
Daisy explains how we can use questions to deconstruct preconceived ideas and rebuild the correct ones, as well as how to use summative assessment in a formative way.
Daisy looks at effective feedback strategies, including using meaningful comments and targeted practical work feedback.
Saša elaborates on some inclusive teaching tips, giving advice, examples and considerations.
Daisy demonstrates how to increase engagement and participation through relating the content to students' everyday lives.
Daisy identifies some barriers to participation and explores approaches to tackle these, such as making the physics relevant.
Carole explains what misconceptions are and gives an overview of strategies for preventing and addressing them.
Carole details a way to address misconceptions in students using a common example in forces.
Carole explores two helpful strategies for preventing misconcpetions which utilise scaffolded modelling and metacognition.
James considers procedural and conceptual demand and explains, using examples, how we can steer students along in practical lessons.
James describes different research ideas and how they can be used in practical lessons, including linking the domain of ideas to the domain of observable things.
James demonstrates how to use the ideas from the previous two videos in practical lesson planning.
Ben explores how cognitive load applies to physics teaching.
Ben details different strategies you can use in your classroom to support your learners become better problem solvers.
Ben describes how using images affects cognitive load and how to use them more effectively in your classroom
Daisy explores physics-specific, common language words, providing examples of incorrect uses and the correct way to tackle these.
Daisy highlights some techniques we can use to help students develop good physics explanations.
Daisy looks at how we use language to express relationships and laws in physics.
Ian discusses the misconceptions students hold around models in physics.
Ian describes ways to help students choose the right model for a particular purpose.
Alessio and Sue explore the different areas to consider when sequencing a lesson, providing an exemplar outline
Eleanor and David delve into the medium term planning needed to deliver a short series of lessons