Science 11-16




Engineers teach Physics

Why become a teacher of science?

Choosing to become a science teacher encompassing biology, chemistry, and physics, is about empowering young minds to see the world through the lens of curiosity and discovery, fostering a deep understanding of the natural world and the universe around us.  Your classroom becomes a laboratory of discovery, where the spark of scientific curiosity is not only ignited but nurtured into a flame of understanding. As a science teacher, you are not just imparting knowledge; you are fostering the next generation of critical thinkers and innovators. It’s a path where you guide students to question, explore, and uncover the mysteries of the world around them through a broad and varied curriculum. The joy lies in witnessing those “aha” moments when a complex concept clicks, and a moment of discovery is ignited.


Being a teacher of science means you will support young people: 

  • be able to explain the world: understanding the nature, processes and methods of science;
  • develop cognitive skills: observational, practical, modelling, enquiry, and problem-solving skills;
  • promote scientific literacy: enabling young people to develop the ability to evaluate claims based on science.


What are the key concepts that underpin our approach to the teaching of science?

  • the use of conceptual models and theories to make sense of the observed diversity of natural phenomena
  • the assumption that every effect has one or more cause
  • that change is driven by interactions between different objects and systems
  • that many such interactions occur over a distance and over time
  • that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review
  • that quantitative analysis is a central element both of many theories and of scientific methods of inquiry

“Subject Curriculum Sessions were a great opportunity to meet up with fellow science Associate Teachers to talk about our classroom experiences. Being immersed in thinking about the unique contributions that science makes to the school curriculum and the specific ways in which pupils learn it was one of the many highlights of the programme.”

How are our science courses constructed?

The courses are built on an extensive research base and are closely interwoven with our Central Curriculum Sessions as part of our overall Integrated Curriculum approach. As a scientist, you will specialise and have a designated course in either Biology, Chemistry or Physics, but you will be supported in developing your knowledge and experience across all three science disciplines. Each year we review all aspects of our courses to ensure that they cover the most relevant components of the subject as well as introducing you to the most commonly taught ideas and concepts. Mentors and specialist teachers in our partnership schools also play a crucial role in reviewing the programme to ensure that it gives the very best preparation for becoming a great science teacher.

Our carefully designed curriculum is structured so that you will have approximately one Subject Curriculum Session a week across the 2024-25 academic year. Alongside this, subject specificity is carefully woven throughout all aspects of the course, including the ongoing assessment process and the optional PGCE assignments, so that all content is relevant to you and your teaching. Subject Curriculum Sessions will develop on the ideas and theory raised in your general Central Curriculum Sessions so that you have expert guidance on how best to deliver strategies and techniques in your specific subject area. 

Our science courses prepare you to teach across the 11-16 age range, and you will be formally assessed in those key stages. In addition you will also have the opportunity to observe and teach KS5/ A level science in at least one of your placements and your Subject Curriculum Sessions will include training that prepares you to teach KS5/ A level science.

The links below will provide you with information about the curriculum and programmes of study that schools are expected to deliver, these shape the content that your Subject Curriculum Sessions will cover, to ensure that you are able and confident to teach across the full range of topic areas included.

Engineers Teach Physics

This new programme is based on the general physics course, and has been developed with support from the physics and engineering community, working closely with the Department for Education. It has been adapted to help you make the transition from engineering or material sciences to teaching physics.

To apply for this course you will need to have academic or professional experience as an engineer. The course is designed to capitalise on your experience and empower you with the skills needed to become a great physics teacher. You will be supported with additional subject development development and will benefit from an annual community day and trainee teacher forum from the DfE. More information about this route can be found here.

Professional Subject Associations

As well as introducing you to a wealth of relevant books, articles and research papers you will also have funded access to these prominent Associations:

Membership will be set up and arranged for you at the start of the course and your Subject Specialist will guide you on how best to use the resources, professional learning community and events from the associations to support your subject development and the lessons that you will prepare and deliver. 

Meet the Subject Specialist

Katie has been a teacher and leader of Science at Wheatley Park for more than a decade, starting there from her first year of teaching. Katie has recently taken up the role of Assistant Headteacher Head at Wheatley Park after being Head of Science for a number of years. Although she trained as a Chemistry teacher, she has been the lead Physics teacher and teaches Biology as often as she can!

I have been passionate about high-quality science teaching for as long as I can remember. Science lessons were some of my favourites at school and my passion across all subject areas has grown year on year. I have worked in a number of roles with The SCITT for the last 8 years and being Subject Specialist for the sciences is an absolute privilege and something I am immensely proud of.

Katie Clifton Rabone: Subject Specialist for the Sciences