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 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?

“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? PHYSICS Away from physics Nearby Still close A little further PhD Level 3 Level 2 Degree

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

Printed Institute of Physics career resources Explore postcard (for year olds) Expand leaflet (for year olds) Experience booklet (for year olds) To order copies

Online career resources Careers section on physics.org: Future Morph website for video profiles:

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

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…