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Keep Transitions Clear
A lot of lesson time is lost in the moments between activities. Pupils may understand the physics, but then lose focus when the lesson changes direction. Moving from listening to writing, from writing to practical work, or from practical work back to discussion needs to be made obvious. Clear transitions help pupils know exactly what… — read more
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Teach the Language of Exam Questions
Many pupils lose marks in physics not because they know nothing, but because they do not understand what the question wants. Command words need to be taught clearly and often. Describe means say what happens.Explain means say why it happens.Calculate means use numbers and show working.Compare means say what is similar and different.Suggest means use… — read more
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How “Wee Wow” Moments Can Improve Physics Teaching
Physics can feel intimidating to a lot of pupils. Some walk into the room already convinced they are “not physics people”. Some expect a lesson full of equations. Others think physics has nothing to do with their real lives. That is why small moments matter. Michael Heppell talks about “wee wow” moments: small, thoughtful touches… — read more
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How to Use PowerPoint Well When Teaching Physics
PowerPoint can be really useful in physics, but only if it supports the teaching. It should not become the lesson. The danger is that pupils sit there copying, the teacher talks for too long, and not much thinking happens. Used well, PowerPoint can make physics clearer. It can give the lesson a structure, show diagrams,… — read more
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Supporting Pupils with Focus, Structure and Understanding
Every pupil learns differently. Some pupils find it harder to focus, remember instructions, stay organised or manage their behaviour in a busy classroom. The most important starting point is to understand the pupil, rather than simply reacting to what you see. A pupil who is distracted, restless, impulsive or forgetful is not always choosing to… — read more
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Use Mistake Spotting
Mistake spotting is a powerful way to build understanding. Instead of only showing pupils the correct answer, show them a common wrong answer and ask them to improve it. For example: “Current gets used up in a circuit.” Pupils can then think carefully about what is wrong, what the correct idea should be, and how… — read more
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Use Simple Explanations First
Difficult ideas are easier to teach when they begin in plain English. Before introducing technical words or formal definitions, give learners a simple version they can understand. For example: Current is the flow of charge. Voltage is the push that makes charge move. Resistance makes it harder for charge to flow. Once the basic idea… — read more
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20 Movement Break Ideas for Physics Lessons
Physics lessons do not always need pupils sitting still for long stretches of time. In fact, small bursts of movement can make lessons feel sharper, more memorable and more engaging. Movement breaks do not have to be chaotic or complicated. They can be short, structured and directly linked to the physics being taught. A good… — read more
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Build Movement into the Lesson
Movement can make a lesson feel more purposeful, energetic and memorable. Pupils do not always need to be sitting still to think hard. Sometimes a short, well-planned movement task can help them focus more clearly on the physics. This does not mean letting the lesson become chaotic. The movement needs to be structured. Pupils might… — read more
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Chunk the Lesson into Short Sections
A good lesson should not feel like one long block of explanation. Pupils learn more effectively when the lesson is broken into short, clear sections. A useful pattern is: explain, practise, check, move on. Teach one small idea, give pupils time to try it, check their understanding, then build on it. This keeps the lesson… — read more
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