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Supporting Physics Teachers to Deliver the New High School Certificate Syllabus: What are the Priorities?

Conference Paper


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Abstract


  • For the first time since 2000, the New South Wales High School Certificate (HSC) school-leavers' Physics syllabus has been updated. Topics not taught in schools since 2000 have been reintroduced, the number of mandated equations has more than doubled, and students must now do 15 hours of individual or group investigations in both Years 11 and 12. The Vniversity of Wollongong (UOW) intends to support teachers in our local area by providing outreach and professional learning activities for teachers and students. To determine teachers' priorities, we invited teachers to complete a short online survey. Respondents stated that they were very likely to access activities and resources, and that their top priorities were accredited professional learning workshops and support with depth studies.

Publication Date


  • 2018

Citation


  • Jarrett, L., Georgiou, H., Lerch, M., Takacs, G. & Zealey, W. (2018). Supporting Physics Teachers to Deliver the New High School Certificate Syllabus: What are the Priorities?. 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 798-801). United States: IEEE.

Scopus Eid


  • 2-s2.0-85062109971

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=3800&context=eispapers1

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers1/2791

Start Page


  • 798

End Page


  • 801

Place Of Publication


  • United States

Abstract


  • For the first time since 2000, the New South Wales High School Certificate (HSC) school-leavers' Physics syllabus has been updated. Topics not taught in schools since 2000 have been reintroduced, the number of mandated equations has more than doubled, and students must now do 15 hours of individual or group investigations in both Years 11 and 12. The Vniversity of Wollongong (UOW) intends to support teachers in our local area by providing outreach and professional learning activities for teachers and students. To determine teachers' priorities, we invited teachers to complete a short online survey. Respondents stated that they were very likely to access activities and resources, and that their top priorities were accredited professional learning workshops and support with depth studies.

Publication Date


  • 2018

Citation


  • Jarrett, L., Georgiou, H., Lerch, M., Takacs, G. & Zealey, W. (2018). Supporting Physics Teachers to Deliver the New High School Certificate Syllabus: What are the Priorities?. 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 798-801). United States: IEEE.

Scopus Eid


  • 2-s2.0-85062109971

Ro Full-text Url


  • https://ro.uow.edu.au/cgi/viewcontent.cgi?article=3800&context=eispapers1

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers1/2791

Start Page


  • 798

End Page


  • 801

Place Of Publication


  • United States