Physics is not just difficult because of the concepts. It is also difficult because pupils have to learn a new language. Words such as resultant, potential difference, resistance, emit, absorb and ionising cannot be left to chance. They need to be taught clearly and revisited often. A pupil might understand the idea in a demonstration… — read more

Mini whiteboards are one of the quickest ways to check understanding during a lesson. They allow every pupil to answer at the same time, rather than one pupil answering while everyone else waits. They work especially well in physics because answers can be short and focused. Pupils can write an equation, rearrange a formula, draw… — read more

The first minute of a lesson matters. A quick hook gives pupils a reason to look up, think and become curious about what they are about to learn. A hook does not need to be complicated. It could be a surprising demo, an image, a short question, an unusual object or a real-life problem. For… — read more

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… — read more

A Do Now activity is a short task pupils complete the moment they enter the classroom. It gives the lesson a calm, focused start and makes it clear that learning begins straight away. The best Do Now activities are simple, purposeful and easy to begin without teacher explanation. Pupils should be able to sit down… — read more

“I do, we do, you do” is a simple way to make learning feel clear and manageable. It works especially well when pupils are learning a new skill, such as using an equation, drawing a graph or writing a physics explanation. First, the teacher models one example. This is the “I do” stage. Pupils watch… — read more

Immediate feedback is one of the simplest ways to make lessons more effective. Pupils need to know quickly whether they are on the right track, especially when they are learning something difficult like physics. This does not always mean taking books home and marking everything later. Feedback can happen during the lesson. You can mark… — read more

Physics makes more sense when pupils can see where it fits in real life. Before starting with definitions or equations, begin with something familiar: a bike, phone, football, kettle, car, rocket, rollercoaster or games console. Instead of saying, “Today we are learning about energy transfers,” ask, “Why does a kettle heat water so quickly?” Instead… — read more