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Exploring Physics, Uncovering Choice
Continuing Professional Development Workshop
[workshop leader’s name]
Part 1: Why are you here?
Part 2: What are the barriers?
Part 3: Exploring solutions
Part 4: Action planning
Aims of workshop
• Increase your awareness of physics-based careers
• Identify barriers and opportunities
• Build links between staff/identify roles
• Help students to make better informed choices
Physics provides skills for employability
Students would enjoy andbenefit from the A-level
Physics keeps options open at higher-education
level
Students will want to take physics A-level
BARRIERS
Lack of knowledge ofcareers and employability
Misinformation fromother sources
Lack of knowledge abouthigher-education entry
TimelyAccurate
ConsistentUp-to-date information
Careers & physics staff working
together
Why are you here?
“I’ve come to the Open Day to find out about degree courses. I wish I’d known that lots of degree courses needed particular A-levels”
I took Biology, Chemistry and Physics at A-level and want to do a degree in Physics. I’m sure this will be OK. I’ve just come to find out a bit more about
the courses.
I’m really interested in the environment but I also like designing
things and I’m quite good at Maths and Physics. I’ve come here to get
some ideas.
I’d love to become an astronaut. I know it sounds daft – but I just
love stuff to do with space.
I’ve enjoyed studying Physics at AS but I want to do languages as well.
Surely physics and languages don’t go together?
I’ve always wanted to be a doctor. But now I’m really unhappy about the
advice I got at school. I’m studying Biology, Psychology and Maths.
?
Part 1: Why are you here?
Part 2: What are the barriers?
Part 3: Exploring solutions
Part 4: Action planning
What are the barriers to informing students about physics-based careers?
Snakes = barriers
Ladders = opportunities
Other barriers to students accessing timely, accurate, consistent information?
• Social?
• Cultural?
• Family?
• Education?
Part 1: Why are you here?
Part 2: What are the barriers?
Part 3: Exploring solutions
Part 4: Action planning
“I think that physicists can do pretty much anything. Our training can be applied to almost any activity…”
- Simon Singh
Careers in or from physics?P
HY
SIC
S
Away from physics
Nearby
Still close
A little further P
hD
Le
vel 3
Le
vel 2
De
gre
e
Transferable skills
Ability to model
complex situations Team
Working
Understanding of
technology
Problem solving
Objective thinking
Ability to communicate
complex ideas
Mathematical ability
Analytical skills
Research skills
Evidence-based
decision making
Creative thinking
Ability to evaluate
risk
Printed Institute of Physics career resources
• Explore postcard (for 11-14 year olds)
• Expand leaflet (for 15-16 year olds)
• Experience booklet (for 17-19 year olds)
To order copies e-mail [email protected]
Online career resources
• Careers section on physics.org: www.physics.org/careers
• Future Morph website for video profiles: www.futuremorph.org
Further career resources and information
• Appendix D: full list of career resources from the Institute of Physics
• Appendix E: general CEG information for subject teachers
• Appendix F: other sources of physics-related careers information
• Appendix G: organising physics placements for your students
Part 1: Why are you here?
Part 2: What are the barriers?
Part 3: Exploring solutions
Part 4: Action planning
Action planning
Individual targets
1. ?
2. ?
3. ?
Whole-school priorities
1. ?
2. ?
3. ?
Use a timeline:Action 1 Action 2 Action 3