Things you'll need to decide on as you plan: waves interacting
Teaching Guidance for 14-16
Focusing on the learners:
Distinguishing–eliciting–connecting. How will you:
- make connections to prior studies of reflection, propagation and refraction
- exploit the simple idea of being
- keep refraction and diffraction separate
- build on the idea of
do like me – but later
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 will you:
- bring the phenomena into focus through well-managed demonstrations
- attach specific and precise meaning to new technical terms
- exploit the ideas of paths and trip times and contributions
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.