Relevance: A large number of teachers stated the importance of energy being relevant.
Examples included relevance to:
◊ people in general;
◊ to the pupil;
◊ to real life;
◊ to school life.

T32 gave an extensive list of phenomena on his energy worksheet to include:
… a boy with a catapult, a ladder, a tin of beans wobbling on top of the
shelf, music blasting out of a hifi, having a old guy sitting with a standing
lamp behind him reading his book …

T4 favoured not introducing machines or laboratory apparatus before the above more
everyday things. T30 reacted in that my academic concerns, such as the
‘transfer/transform’ or ‘heat as U or Q’ debates were totally irrelevant to his pupils.

The Curriculum: a number of teachers related their concern with conceptual teaching
and learning to the curriculum. A natural concern that teaching should prepare pupils for
exams was expressed. For T1, this underpinned his desire for consistent terminology.

A small number of teachers expressed concern that a concept should be clearly expressed
in terms of its links to other science – this relates to previous discussion on teachers’
views of how much pupils should be exposed to the whole picture. T2 expressed this as a
need to put pieces of the conceptual jigsaw together, but also leaving them separate and
distinct. T21 viewed the energy strand for KS3 as only a narrow part of energy.

Some isolated discussions revealed the following. In addition to the above, T18
emphasised a need for progression. T27 emphasised a need for clear objectives. T2 stated
that extra-curricular activities such as her science club and the ‘Pupils’ Research
Initiative’ (PRI) were perhaps just as important in developing concepts as lesson time.

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