Teaching Physics for Every Learner

Copying long notes from the board can make pupils look busy, but it does not always mean they are learning. In physics, the most important thing is that pupils understand the idea, practise the skill and can use the key language correctly.

Instead of asking pupils to copy everything, give them key notes, sentence starters or partly completed diagrams. This helps them focus on the physics rather than spending too much time trying to keep up with the writing.

For example, pupils could complete a labelled circuit diagram, add force arrows to a picture, finish an energy transfer sentence or fill in the missing steps of a calculation. They are still thinking and writing, but the task is more focused.

This approach is especially useful when the content is difficult. It reduces unnecessary load and gives pupils more time to discuss, practise and correct their understanding.

Reducing copying does not mean lowering expectations. It means using lesson time carefully so pupils spend more of it learning physics, not just copying words.