If I had a magic wand, I would wave it and explicitly link every unit of the physics curriculum to a career or a potential pathway for further study.
One of the most pressing issues I see for our subject is how disengaged students are from the current curriculum. Too often, they don’t understand how what we’re teaching relates to their lives or their potential futures. This lack of perceived relevance is a real problem, and it’s something we desperately need to change.
Another significant challenge is the gender discrepancy we see in engagement with science, technology, engineering and maths (Stem) subjects. It’s disheartening that have varied little in recent decades, with fewer girls than boys still choosing to get involved in Stem activities at school and then going on to pursue careers in Stem.
We need to actively address this and ensure that all students, regardless of gender, have equal opportunities to engage with physics in a supportive and encouraging environment.
Students’ perceptions of physics
However, changing young people’s perceptions of physics won’t be easy with our existing curriculum, which I feel is too restrictive and does not allow enough scope for exploration.
The current required practical activities focus solely on one narrow topic, such as specific heat capacity, limiting students’ abilities to truly explore and ask their own questions.
We’re so focused on covering a vast amount of content that opportunities for students to delve deeper into topics that genuinely interest them are virtually non-existent.
Renewable energy is a prime example; this is a hugely relevant and engaging topic that is often squeezed into just one or two lessons. That simply isn’t enough time for students to truly grasp its complexities and potential.
Physics: curriculum change needed
So, what needs to change? I firmly believe in the power of involving students in real-life research projects, enabling them to truly envision what a career in research or Stem might look like. This active involvement in their learning is crucial for fostering a deeper understanding and a genuine passion for the subject.
In terms of changes I’d like to see in the national curriculum, several things come to mind.
Firstly, including more career-linked topics throughout would make the subject matter far more engaging and relevant. Students are realising far too late the diverse avenues that a background in science, and specifically physics, can open up for them. We need to make these connections obvious and exciting from the outset.
Secondly, we need dedicated time to allow students to research and explore areas that spark their interest. Reducing the sheer volume of content, particularly in foundational areas like electricity, could free up valuable time for this deeper learning.
We also need to prioritise practical work that doesn’t always have a known answer, encouraging true experimentation and problem solving. For example, getting students to explore using a ripple tank or investigate the resistance of a wire in an open-ended way.
Prioritising practical work
I know this can work, as we have had some success with initiatives of this nature in our school. Two of our members of staff, Kelly Murfet (who now works for the Institute for Research in Schools) and Tori Turland, designed the “Creative Collaborative” project.
This gives Year 9 students half a term to explore a project of their own, research it, test it and evaluate their findings. It allows them to truly experience what it means to be a scientist and to delve into an area that captivates their interest.
Additionally, our “curriculum days”, where we explore topics in more depth beyond the standard curriculum, have been incredibly beneficial. For example, our “space day”, featuring scientists from institutions like the University of Cambridge, exposed all Year 10 students to a popular and engaging subject, offering hands-on workshops and insights into related careers.
This was particularly valuable as space is only covered in the triple science curriculum, meaning many students would otherwise miss out.
Ultimately, the challenges facing physics education boil down to relevance, engagement and opportunity for genuine exploration. We need to shift our focus from simply delivering content to inspiring a genuine curiosity and passion for the subject by making clear connections to the real world and future possibilities.
Providing more opportunities for inquiry-based learning and real-world research experiences will be crucial in nurturing the next generation of physicists and Stem professionals.
Kate Jakubiak is physics lead at Bassingbourn Village College
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