1. Exploring Physics, Uncovering Choice Continuing Professional Development Workshop [workshop leader’s name]

2. Part 1: Why are you here? Part 2: What are the barriers? Part 3: Exploring solutions Part 4: Action planning

3. 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

4. Physics provides skills for employability Students would enjoy and benefit from the A-level Physics keeps options open at higher-education level Students will want to take physics A-level BARRIERS Lack of knowledge of careers and employability Misinformation from other sources Lack of knowledge about higher-education entry Timely Accurate Consistent Up-to-date information Careers & physics staff working together Why are you here?

5. “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. ?

6. Part 1: Why are you here? Part 2: What are the barriers? Part 3: Exploring solutions Part 4: Action planning

7. What are the barriers to informing students about physics-based careers? Snakes = barriers Ladders = opportunities

8. Other barriers to students accessing timely, accurate, consistent information? Social? Cultural? Family? Education?

9. Part 1: Why are you here? Part 2: What are the barriers? Part 3: Exploring solutions Part 4: Action planning

10. “I think that physicists can do pretty much anything. Our training can be applied to almost any activity…” - Simon Singh

11. Careers in or from physics? PHYSICS Away from physics Nearby Still close A little further PhD Level 3 Level 2 Degree

12. Transferable skills Ability to model complex situations Team Working Understandin g 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

13. 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 education@iop.org

14. Online career resources Careers section on physics.org: www.physics.org/careers www.physics.org/careers Future Morph website for video profiles: www.futuremorph.org www.futuremorph.org

15. 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

16. Part 1: Why are you here? Part 2: What are the barriers? Part 3: Exploring solutions Part 4: Action planning

17. Action planning Individual targets 1.? 2.? 3.? Whole-school priorities 1.? 2.? 3.? Use a timeline: Action 1 Action 2 Action 3

18. Aims of workshop (revisited) Have you: Increased your awareness of physics- based careers? Identified barriers and opportunities? Built links between staff? To be able to help students to make better informed choices…