Forces and Motion

Things you'll need to decide on as you plan: Levers

Teaching Guidance for 11-14 Supporting Physics Teaching

Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

  • subvert the notion that you get something done for nothing
  • draw on the work done in identifying forces acting on objects
  • make the compensating quantities, and the pattern of compensation, explicit
  • use a wide range of everyday examples

Teacher Tip: These are all related to findings about children's ideas from research. The teaching activities will provide some suggestions. So will colleagues, near and far.

Focusing on the physics:

Representing–noticing–recording. How to:

  • be systematic in your use of terms
  • adopt helpful conventions
  • relate the action of the machines to fundamental physics

Teacher Tip: Connecting what is experienced with what is written and drawn is essential to making sense of the connections between the theoretical world of physics and the lived-in world of the children. Don't forget to exemplify this action.

IOP DOMAINS Physics CPD programme

Electricity CPD videos

Our new set of videos gives teachers and coaches of physics a preview of the training we offer ahead of this term's live support sessions.

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