Decisions for you as you plan to teach …

• …01 of the SPT topic: Electric circuits

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.

This appears in El01TL as El01TLnugget01 in the full materials.

• …02 of the SPT topic: Electric circuits

Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• relate your model of flow to actions in adding elements to a loop
• connect toolkits for thinking with physical experiences with circuits
• not conflate analogies with toolkits that can make predictions

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:

• keep emphasising that the charged particles are only set in motion by the battery
• separate charge flow and energy shifting
• exploit your chosen toolkit to make predictions about the effects of changes to circuits
• keep the focus on whole loops
• link the ideas of something being used up to the flattening of the battery

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.

This appears in El02TL as El02TLnugget01 in the full materials.

• …03 of the SPT topic: Electric circuits

Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• keep ideas of power, energy, charge and current separate
• connect the calculations to everyday concerns
• emphasise differences between current and voltage measurements

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:

• use the idea of voltage, rather than getting stuck on explaining the idea