Things you'll need to decide on as you plan(Decisions)

Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

  • build on the helpful ideas present
  • avoid injecting unhelpful lines of thinking
  • construct a model of flow, relating this to current
  • build on the idea that something is used up
  • draw out, and challenge wrong track thinking
  • 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:

  • deal with a circuit loop as a single linked system
  • focus on the steady-flow state, not on transients
  • work practical experiences in with theoretical descriptions
  • develop a toolkit to support pupils' reasoning about circuits
  • 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.

    Prepare for teaching across the topic using these links

    topic kitset topic path core ideas (topic) decisions to make (topic) suggestions (for the topic) topic issues

    This is a nugget in the TL thread – connect all three threads from any link

    Physics Narrative (PN) Teaching & Learning Issues(TL) Teaching Approaches(TA)


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