INTERNATIONAL ADVANCED LEVEL

PHYSICS
EDEXCEL INTERNATIONAL GCSE

ECONOMICS
GETTING STARTED GUIDE
SPECIFICATION
Pearson Edexcel International Advanced Subsidiary in Physics (XPH11)
Pearson Edexcel International Advanced Level in Physics (YPH11)
Edexcel International GCSE in Economics (9-1) (4ET0)
First teaching September 2018
Firstexamination
First examinationfromJune
January 2019
First certification from August 2019 (International Advanced Subsidiary) and August 2020 (International
Advanced Level)
Contents
Introduction ................................................................................... 2
Support for delivering the new specification ...................................... 2
Key features of the qualification ............................................ 3
Qualification overview ............................................................... 4
Assessment Objectives ............................................................................... 8
Unit availability ............................................................................. 9
Assessment guidance ............................................................... 10
Changes to assessment ............................................................................ 10
Features of our question papers ................................................................ 10
Command words ....................................................................................... 11
Assessment of practical skills .................................................................... 11
Assessment of mathematical skills ............................................................ 12
Course planner ............................................................................ 13
Delivery of the qualification: Transferable Skills .......... 14
Why transferable skills? ............................................................................ 14
What are transferable skills? ..................................................................... 14
Suggested resources ................................................................ 16
Appendix A - NRC Framework Skills interpretation ..... 17

Getting Started – Pearson Edexcel IAL Physics – Issue 1 – September 2018 1

© Pearson Education Limited 2018
 Introduction
This Getting Started Guide provides an overview of the new Pearson Edexcel
International A level in Physics (2018), to provide information about the content
and assessment, and to give you a better understanding of what these mean for
you and your students.

Support for delivering the new specification

Our package of support to help you plan and implement the new specification
includes:

Planning – In addition to this Guide, we will provide a course planner and an

editable scheme of work that you can adapt to suit your department.

Teaching and learning – To support you in delivering the new specification, we

will provide Guides for Practical Skills and for Mathematical Skills, for you and for
your students. In addition, we will provide Topic Guides, giving further
background information to support your teaching of key areas of the new
specification.

Understanding the standard – A full set of sample assessment materials is

provided.

Tracking learner progress – ResultsPlus provides the most detailed analysis

available of your students’ exam performance. It can help you identify topics and
skills where students could benefit from further learning.

We will also offer examWizard, which is a free exam preparation tool containing a
bank of past Edexcel exam questions, mark schemes and examiner reports for a
range of International GCSE and International A level subjects.

Support – Our Subject Advisor service will ensure you receive help and guidance
from us as well as enabling you to share ideas and information with each other.
You can sign up to receive e-newsletters to keep up to date with qualification
updates, and product and service news.
You can email our Subject Advisor at: TeachingScience@pearson.com

Getting Started – Pearson Edexcel IAL Physics – Issue 1 – September 2018 2

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Key features of the qualification
 The specification content has been designed to be similar to that of the existing
International A level. However, some changes have been made to the content.
These changes are mostly influenced by changes made in the new GCE A level
(2015) specifications.

 The assessment model has six question papers (Units) in total: Units 1 – 3 make
up the International AS level and Units 4 – 6 make up the International A2 level.
Students who complete all six Units are eligible for the full International A level
award.

 The specification is modular. Students can sit Units in any of the examination
series in which they are offered and cash-in for the qualification when they
have completed the required number of Units. Each Unit is designed to cover a
particular area of specification content, although some Units may also draw on
knowledge from other areas of the specification.

 All Units will have a range of question styles, including calculations for which
calculators may be used.

 Practical skills will be assessed in two Units: Unit 3 at IAS and Unit 6 at IAL.
There is no coursework or practical exam.

 Students will develop analytical and logical thinking skills by applying

understanding of scientific concepts and principles to a range of situations.
Some examination questions will be more problem solving in style – and may
also address the need for mathematical skills to complement students’
knowledge.

 We have designed our International A level qualification to be of equivalent

standard to the GCE A level (2015) in Physics. This ensures that International A
levels are recognised globally and provide students with the same progression
routes.

 The specification content also gives you the opportunity to consider key
transferrable skills whilst teaching the subject. These skills are key for students
to progress to Higher Education or the workplace.

Getting Started – Pearson Edexcel IAL Physics – Issue 1 – September 2018 3

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 Qualification overview

This section provides an overview of the course to help you see what you will need to teach. The
overview gives a general summary of each of the Unit examinations.

Unit 1: Mechanics and Materials Unit code: WPH11/01

 Externally assessed 40% of the total IAS

 1 hour 30 minutes, 80 marks
20% of the total IAL
 Availability: January, June & October
 First assessment: January 2019
Content summary
 Mechanics
 Materials

Assessment
 This paper has two sections:
o Section A: multiple choice questions
o Section B: mixture of short-open, open-response, calculations and extended-
response questions.
 This paper will include a minimum of 32 marks that target mathematics at Level
2 or above (see Appendix 6: Mathematical skills and exemplifications).
 Students will be expected to apply their knowledge and understanding to
familiar and unfamiliar contexts.

Getting Started – Pearson Edexcel IAL Physics – Issue 1 – September 2018 4

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Unit 2: Waves and Electricity Unit code: WPH12/01

 Externally assessed 40% of the total IAS

 1 hour 30 minutes, 80 marks
20% of the total IAL
 Availability: January, June & October
 First assessment: June 2019
Content summary
 Waves and the Particle Nature of Light
 Electricity

Assessment
 This paper has two sections:
o Section A: multiple choice questions
o Section B: mixture of short-open, open-response, calculations and extended
response questions.
 This paper will include a minimum of 32 marks that target mathematics at Level
2 or above (see Appendix 6: Mathematical skills and exemplifications).
 Students will be expected to apply their knowledge and understanding to
familiar and unfamiliar contexts.

Unit 3: Practical Skills in Physics I Unit code: WPH13/01

 Externally assessed 20% of the total IAS

 1 hour 20 minutes, 50 marks
10% of the total IAL
 Availability: January, June & October
 First assessment: June 2019
Content summary
This unit will assess students’ knowledge and understanding of experimental
procedures and techniques that were developed in Units 1 and 2.
Assessment
 This paper may include short-open, open-response, calculations and extended-
writing questions.
 This paper will include a minimum of 20 marks that target mathematics at Level
2 or above (see Appendix 6: Mathematical skills and exemplifications).
 Students will be expected to apply their knowledge and understanding of
practical skills to familiar and unfamiliar situations.

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Unit 4: Further Mechanics, Fields and Particles Unit code: WPH14/01

 Externally assessed 40% of the total IA2

 1 hour 45 minutes, 90 marks
20% of the total IAL
 Availability: January, June & October
 First assessment: January 2020
Content summary
 Further Mechanics
 Electric and Magnetic Fields
 Nuclear and Particle Physics

Assessment
 This paper has two sections:
o Section A: multiple choice questions
o Section B: mixture of short-open, open-response, calculations and extended
response questions.
 This paper will include a minimum of 36 marks that target mathematics at Level
2 or above (see Appendix 6: Mathematical skills and exemplifications).
 Students will be expected to apply their knowledge and understanding to
familiar and unfamiliar contexts.
 This paper may contain some synoptic questions which require knowledge and
understanding from Unit 1 and 2.

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Unit 5: Thermodynamics, Radiation, Oscillations and Unit code: WPH15/01
Cosmology
 Externally assessed 40% of the total IA2
 1 hour 45 minutes, 90 marks
20% of the total IAL
 Availability: January, June & October
 First assessment: June 2020
Content summary
 Thermodynamics
 Nuclear Decay
 Oscillations
 Astrophysics and Cosmology

Assessment
 This paper has two sections:
o Section A: multiple choice questions
o Section B: mixture of short-open, open-response, calculations and extended
response questions.
 This paper will include a minimum of 36 marks that target mathematics at Level
2 or above (see Appendix 6: Mathematical skills and exemplifications).
 Students will be expected to apply their knowledge and understanding to
familiar and unfamiliar contexts.
 This paper may contain some synoptic questions which require knowledge and
understanding from Unit 1, 2 and 4.

Unit 6: Practical Skills in Physics II Unit code: WPH16/01

 Externally assessed 20% of the total IAS

 1 hour 20 minutes, 50 marks
10% of the total IAL
 Availability: January, June & October
 First assessment: June 2020
Content summary
This unit will assess students’ knowledge and understanding of experimental
procedures and techniques that were developed in Units 4 and 5.
Assessment
 This paper may include short-open, open-response, calculations and extended-
writing questions.
 This paper will include a minimum of 20 marks that target mathematics at Level
2 or above (see Appendix 6: Mathematical skills and exemplifications).
 Students will be expected to apply their knowledge and understanding of
practical skills to familiar and unfamiliar situations.

Getting Started – Pearson Edexcel IAL Physics – Issue 1 – September 2018 7

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Assessment Objectives
% in % in % in
IAS IA2 IAL
AO1 Demonstrate knowledge and understanding 34 – 36 29 – 31 32 – 34
of chemistry
AO2 (a) Application of knowledge and 34 – 36 33 – 36 34 – 36
understanding of chemistry in familiar
and unfamiliar contexts.
(b) Analysis and evaluation of scientific 9 – 11 14 – 16 11 – 14
information to make judgements and
reach conclusions.
AO3 Experimental skills in chemistry, including 20 20 20
analysis and evaluation of data and methods.

A more detailed breakdown showing the proportion of each Assessment Objective in each Unit can
be found in the specification.

Getting Started – Pearson Edexcel IAL Physics – Issue 1 – September 2018 8

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Unit availability
The assessment for this qualification is modular and Units may be sat
in any examination series in which they are offered.

The revised specification is designed for first teaching in September

2018, and Units will be introduced from January 2019. The Units will be
introduced so that AS units will be offered first, then A2 units once
students start the second year of the IAL after September 2019.

At the same time, Units from the existing specification will be phased
out. Please note that Units from the existing specification and the new
specification cannot be combined together. Please note carefully,
which Units will be offered in which exam session, and when the
qualification can be cashed-in for a grade.
October 2018

October 2019

October 2020
January 2019

January 2020
June 2018

June 2019

June 2020
LEGACY SPEC
WPH01        
WPH02        
WPH03        
WPH04        
WPH05        
WPH06        
AS CASH-IN        
IAL CASH-IN        

REVISED SPEC
WPH11        
WPH12        
WPH13        
WPH14        
WPH15        
WPH16        
AS CASH-IN        
IAL CASH-IN        

Getting Started – Pearson Edexcel IAL Physics – Issue 1 – September 2018 9

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 Assessment guidance

Changes to assessment
Some changes have been made to the question papers for the new IAL
specification.

 Exam papers for AS Unit 1 and 2 will be 1h 30 minutes and contain

80 marks
 Exam papers for A2 Units 4 and 5 will be 1h 45 minutes and contain
90 marks
 Exam papers for AS Unit 3 and A2 Unit 6 will be 1h 20 minutes and
contain 50 marks

 Exam papers will contain a proportion of marks which assess

mathematical skills. This will be a total of 40% of marks across the
suite of Physics examinations.

 At least one question on Units 1, 2, 4 and 5 will be an extended

writing question worth 6 marks. These questions will assess
physical knowledge and understanding, but also the ability to
structure an answer in a logical and reasoned order.

Features of our question papers

Units 1, 2, 4 and 5 are divided into Sections.

The first Section consists of 10 multiple choice questions. Section B will

consist of a range of short-answer questions, calculations and
extended open-response questions.

Some of the question contexts will be unfamiliar to students; these

questions are designed to assess the ability to apply scientific
principles to unfamiliar situations, as well as data-handling skills.

Units 3 and 6 will assess practical and experimental skills which

students have developed during the course. Questions on these units
will consist of a range of short-answer questions. Students may be
required to perform calculations, draw graphs and describe, explain
and interpret experimental methods and observations.

Getting Started – Pearson Edexcel IAL Physics – Issue 1 – September 2018 10

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Command words
All our examination papers in Science subjects – across the three
sciences and across GCSE and A level – use a consistent set of
command words in examination questions.

The use of a particular command word gives candidates an indication

of the nature of answer that is expected. For example, a question using
“Describe…” is asking for a series of factual statements to be presented
in series; but a question using “Explain…” is asking for any points made
to be justified, or reasons given for their inclusion.

Mark schemes are developed with the command word in mind so that,
to score full credit, a student must address the demand of the
question. Some students find this hard, and may take a “scatter gun”
approach, simply focusing on a key word in the question and writing all
they know about that topic.

Students are advised to look closely at the command word before

answering. For example, a student who answers an “Explain…”
question by giving a number of factual statements without reasoning
or justification (i.e. gives a description) is likely to score few marks.

Assessment of practical skills

Throughout the IAL Physics course, students should be completing a

series of practical activities. Some of these activities will correspond to
the Core Practicals or additional suggested practicals included in the
specification content, but others might be other activities selected by
the teacher. Hands-on experience of practical work may be
supplemented with teacher demonstrations or by using videos.

When considering how to deliver practical activities, teachers should

be aware that the inclusion of practical work in the IAL specification is
not intended to simply involve factual recall of practical methods.
Instead, students should be using practical activities to develop
competency in a range of physical techniques across a variety of
experimental situations.

Manipulative practical skills cannot easily be assessed through written

questions on Unit 3 and Unit 6 examinations. Therefore, questions on
these papers are likely to assess understanding of techniques, as well
as aspects of planning, and the evaluation of data and methods.

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 Students with a familiarity of practical scenarios, gained from
consistent practical work throughout the IAL course, are much more
likely to be successful in answering questions in Unit 3 and Unit 6. This
is especially the case because a number of questions will be set in the
context of unfamiliar practical situations, where students will need to
apply their experience of practical work in order to answer.

Teachers and students should be aware that some questions placed in

a practical context may appear on Units 1, 2, 4 and 5. These questions
should focus on theoretical physical knowledge that derives from
practical activities. For example, a Unit 2 paper may contain a question
involving a calculation based on an experiment in which the
photoelectric effect is investigated. Although data obtained from the
experiment may be provided, an evaluation of the method used would
not be required.

Assessment of mathematical skills

The use of relevant mathematical techniques is an integral part of any

student of the Science subjects.

As part of the IAL Physics, students will encounter and learn a number
of different mathematical skills. This may include simple calculations,
re-arranging equations, using standard form, taking logs, plotting and
interpreting graphs, and considering significant figures.

Questions on examination papers have always tested the ability of

students to use relevant mathematical skills. Although this does not
change with the new IAL specification, there will be a greater
consistency about the assessment of mathematical skills in the new
examination papers.

This means two things: firstly that examination papers will assess a
defined range of mathematical skills (these can be found in Appendix 6
in the specification), and secondly that the proportion of marks
assessing mathematical skills will be more consistent. For Physics, this
means approximately 40% of marks on examination papers will assess
these skills. The exact number of marks assigned to mathematical skills
may vary across the Units. Please consult the specification for more
details.

Getting Started – Pearson Edexcel IAL Physics – Issue 1 – September 2018 12

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Course planner
This course planner is designed to give an overview of how the topics
making up IAL Physics can be delivered over a two-year period.

You will find a more detailed lesson plan in the Scheme of Work
document on the IAL Physics page of the Pearson Qualifications
website. This gives more detailed information on a week-by-week
basis, giving suggestion of the teaching times for each unit. This is
editable so that you can customise it to meet your own needs.

An overview of a two-year course planner might be as follows. Each

week accounts for 5 Guided Learning Hours over 60 weeks of teaching
to give a total of 150 hours for IAS and a further 150 hours for IA2.

Week Number AS Lesson Content

1-10 Unit 1: Mechanics
11-13 Unit 1: Materials
14 -21 Unit 2: Waves and the Particle Nature of Light
22 -28 Unit 2: Current Electricity

Week Number A2 Lesson Content

1-5 Unit 4: Further Mechanics
6-13 Unit 4: Electric and Magnetic Fields
14-16 Unit 4: Nuclear and Particle Physics
17-19 Unit 5: Thermodynamics
20-22 Nuclear decay
23-25 Oscillations
26-30 Astrophysics and Cosmology

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 Delivery of the qualification: Transferable Skills
Why transferable skills?
Ensuring that our International A level qualifications will help improve student outcomes through the
acquisition of transferable skills, as well as subject content and skills, is a key aim for Pearson.

In recent years, Higher Education Institutions and employers have flagged the need for students to
develop a range of transferable skills to enable them to respond with confidence to the demands of
undergraduate study and the world of work.

Through our teaching materials and support offered we want to:

1. increase awareness of transferable skills that are already being assessed
(for both students and teachers),
2. indicate where, for teachers, there are opportunities to teach additional skills
that won’t be formally assessed, but that would be of benefit to students.

What are transferable skills?

The Organisation for Economic Co-operation and Development (OECD) defines skills, or
competencies, as ‘the bundle of knowledge, attributes and capacities that can be learned and
enable individuals to successfully and consistently perform an activity or task and can be built upon
and extended through learning.’[1]

To support the design of our qualifications, the Pearson Research Team selected and evaluated seven
global 21st-century skills frameworks. Following on from this process, we identified the National
Research Council’s (NRC) framework [2] as the most evidence-based and robust skills framework, and
have used this as a basis for our adapted skills framework.

The framework includes cognitive, intrapersonal skills and interpersonal skills.

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The skills have been interpreted for this specification to ensure they are appropriate for the subject.
All of the skills listed are evident or accessible in the teaching, learning and/or assessment of the
qualifications. Some skills are directly assessed. Pearson materials will support you in identifying
these skills and developing these skills in students.

The table below sets out the framework and gives an indication of the skills that can be found in
Physics and indicates the interpretation of the skill in this area. A full subject interpretation of each
skill, with mapping to show opportunities for student development is given on the subject pages of
our website.

• Critical thinking • Interpretation

• Problem solving • Decision making
COGNITIVE

Cognitive processes
SKILLS

• Analysis • Adaptive learning

and strategies
• Reasoning / • Executive function
argumentation
Creativity • Creativity • Innovation
• Adaptability • Continuous
• Personal & social learning
Intellectual openness
responsibility • Intellectual
INTRAPERSONAL SKILLS

interest and curiosity

• Initiative • Self-regulation
• Self-direction (metacognition,
Work ethic/ • Responsibility forethought,
conscientiousness • Perseverance reflection)
• Productivity • Ethics
• Integrity
• Self-monitoring /
Positive core self-
self-evaluation / self-
evaluation
reinforcement
• Communication • Cooperation
Teamwork and • Collaboration • Empathy /
INTERPERSONAL

collaboration • Teamwork perspective taking

SKILLS

• Negotiation
• Responsibility • Self-presentation
• Assertive
Leadership
communication

[1] (OECD (2012), Better Skills, Better Jobs, Better Lives (2012):http://skills.oecd.org/documents/
OECDSkillsStrategyFINALENG.pdf)

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 Suggested resources
It is hard to give a complete list of all resources that will be relevant for IAL Physics, as this will
change over time. Also, a number of potential resources which are available online may not be
available in all countries.

Teachers are recommended to check the IAL Physics (2018) page on the Pearson Qualifications
website on a regular basis.

Name of resource Link and information

Dedicated Science Email: TeachingScience@pearson.com
Subject Advisor
Telephone UK: +44 (0)20 7010 2190
Twitter: @PearsonSciences
Our Subject Advisor team is here to help with any questions about the
content or delivery of any of our Science qualifications. The Subject
Advisor team can also forward questions, using the Ask The Expert
service, to our team of senior examiners.
examWizard examWizard is a free online resource for teachers containing a huge
bank of past paper questions and support materials to help you
create your own mock exam and tests.
http://qualifications.pearson.com/en/support/Services/examwizard.html

ResultsPlus ResultsPlus is a free online results tool analysis for teachers that
gives a detailed breakdown of your students’ performance in Edexcel
exams.
https://qualifications.pearson.com/en/support/Services/ResultsPlus.html

Sample assessment A complete set of Specimen Assessment Materials is available on the

materials and past IAL Physics page of the Pearson Qualifications website.
papers
Past papers are also available on the equivalent IAL Physics (2013) page.
Guides for teachers The “Course materials” tab of the IAL Physics page contains a number of
guidance documents including a Getting Started Guide, Scheme of
Work, Mapping Documents and Guides to Practical and Mathematical
skills.
Textbooks Details of published resources for the new IAL specifications can be
found through the Pearson Global Schools website:
www.pearsonglobalschools.com

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 Appendix A - NRC Framework Skills interpretation
Sources: Cognitive/Intrapersonal and Interpersonal skills adapted and taken from the NRC framework

NRC framework skill Skill interpretation in Physics Examples of where Examples of where this Opportunity for the skill to be covered in
this skill is covered skill is explicitly assessed teaching and learning approaches.
in specification in examination
Cognitive skills
Cognitive Processes and
Strategies
Critical thinking Using more than one area of Topics 5.6 and 4.3 Paper 5 Qu 20 The motion of satellites combines both
Physics concepts to link ideas and AO1: 4 marks and AO2a: 2 Newton’s law of gravitation and circular
synthesise knowledge when marks and AO2b : 4 marks motion.
solving a problem. Students can use equations to predict the
relationship between the radius of the orbit
and the time period.
Problem solving Applying knowledge and All topics Paper 1 Qu 16 is an One introduction to mathematical problem
understanding to familiar and example of a familiar solving is to apply the appropriate equations
unfamiliar contexts to produce a context whilst Qu 18 is for accelerated motion in one dimension to a
reasoned explanation or calculate likely to be unfamiliar. variety of examples.
a value. Qu 16 AO1: 6 marks Give several examples using different
Qu 18 AO1: 5 marks and combinations of u, v, s, a and t.
AO2a: 3 marks and AO2b:
4 marks
Analysis Considering data from an 3.5 and 6.5 Paper 6 Qu 5 (d) The core practicals can be used to collect
experiment and using a graph to AO3: 11 marks data. In most cases a graphical method can
test for correlations or causal be used to establish the mathematical
relationships. relationship between two variables.
Developing the ability to solve In practical 7 most experiments will use
physics problems, including those different lengths of wire and corresponding
of a mathematical nature. resistance to graphically determine
resistivity. One variation is to use the same
length of different cross-sections of wire - if
available.
Solve a variety of problems in physics eg
mechanics.
Cognitive skills
Cognitive Processes and
Strategies
Reasoning/argumentation Drawing a valid conclusion from a 3.5 and 6.5 Paper 6 Qu 4 (b) Use the core practicals to explore the more
practical, using reasoned AO3: 3 marks common mathematical relationships
arguments. between variables.
Eg Investigate and graphically test the
differences between inversely proportional
and exponential decay.
Interpretation Recognising that information can 4.3: 83 Paper 4 Qu 13 Information can be presented as a drawing,
be presented in different forms. 4.4 AO1: 1 mark and AO2a: 1 text, a list of numerical values, graphically or
mark and AO2b 6 marks tabulated.
Problems concerning momentum in two
dimensions will benefit from a well-drawn
diagram.
Decision making Selecting suitable apparatus and 3.3 and 6.3 Paper 6 Qu 3 (a) The core practicals can be used to generate
an appropriate method for an AO3: 5 marks class discussion about suitable apparatus and
experiment. an appropriate method which will generate
the data required.
Adaptive learning Responding to a novel context and All topics Paper 2 Qu 15 Students should know and understand what
using knowledge and is meant by interference of waves and the
understanding to identify the key AO1: 2 marks and AO2a: 4 associated vocabulary. There are then many
physics concepts under discussion. marks applications that teachers can present eg CD
players, astronomical interferometry which
students can apply their knowledge to
explain.
Executive function Working to appropriate time scales Core practicals A range of experiments are suggested within
when planning and conducting the specification.
practical work.
Creativity
Creativity Identifying possible sources of 3.3 Paper 3 Qu 1(b) The core practicals provide opportunities for
uncertainty when planning a AO3: 3 marks class discussion.
practical. Explaining how these In core practical 5 discuss how the tension in
may be reduced or eliminated. a wire can be varied and measured.
Innovation Commenting on how an 3.4 and 6.4 Paper 3 Qu 5 (b) The core practicals provide opportunities for
experiment may be improved, AO3: 3 marks class discussion.
 possibly by using additional In core practical 7 discuss what effect, if any,
apparatus. the width of the connections might have on
the length of wire. This may lead to a
systematic error which would be evidenced
on a suitable graph.
Intrapersonal skills
Intellectual openness

Adaptability Reflecting on a method and the 3.4 and 6.4 Paper 6 Qu 3 (b) Use class practicals and discussion to
apparatus used when carrying out AO3: 2 marks consider improvements that could be made.
practical work and considering
what improvements could be
made.
Personal and social Discussing areas of the 5.6: 171 Paper 5 Qu 21 (b)(i) There are opportunities eg in topic 5.6 to
responsibility specification eg big bang theory of AO2b: 4 marks discuss ideas within physics that some
the universe and how it is based students may find challenging for cultural or
on factual scientific evidence. religious reasons.
Discuss the fact that conclusions reached
within science are based on evidence.
Continuous learning Consolidating the AS topics within 4.3: 83 depends on Paper 5 Q18(b) The treatment of momentum in topic 4.3
Physics as many of the A2 topics 1.3: 13 and 1.3: 14 AO2b: 3 marks depends on and revisits earlier work covered
are related. in topic 1.3.
This emphasises the nature of the subject as
one in which deeper levels of understanding
are achieved incrementally.
Intellectual interest and Undertaking a research project Appendix 4 within See appendix 4 in the specification.
curiosity such as the extended project. the specification
gives further details
and examples
about the extended
project.
Intrapersonal skills
Work
ethic/conscientiousness
Initiative Showing a willingness to study and Use group or individual presentations to
read beyond that routinely assess whether students have been prepared
 suggested by the teacher. to research beyond the obvious.
Self-direction Planning and carrying out Set students the task to write their own
individual lines of enquiry. learning plan for a particular topic.
Responsibility Taking responsibility to manage Review the plan with the student, encourage
one’s own learning and creating a them to be reflective and honest.
plan to improve. Taking responsibility for carrying out practical
Managing practical work safely. work in a safe manner, following all safety
requirements.
Perseverance Recognising areas of weakness and Follow up the learning plan and encourage
prioritising these as a way to the student to consider whether they have
improve. completed it fully.
Productivity Developing a succinct written style This can be encouraged by asking students to
to answer questions directly and exchange written answers to problems. Ask
fluently. them to be critical about the effectiveness of
the level of communication.
Self-regulation Developing strategies over time, Follow up learning plans and encourage the
(metacognition, including self-assessment and student to reflect and consider a new set of
forethought, reflection) critical review, for reflecting on the actions and goals.
success or otherwise of the work.
Ethics Engaging in discussions and Learners could consider the ethics of
arguing from an appropriate spending a large amount of money on the
standpoint whilst being space programme, or ethical issues relating
considerate to other views and to the impact of physics on the environment.
positions.
Integrity Employing working methods which Core practicals Records practical results with integrity,
are honest and appropriate. including anomalous results.
Intrapersonal skills
Positive Core Self
Evaluation
Self-monitoring/self- Developing the ability to reflect Students can be encouraged to reflect on
evaluation/self- both positively and negatively their progress and consider actions which will
reinforcement about one’s understanding of the improve their overall level of achievement.
concepts being covered.
Teamwork and
collaboration
Communication Developing an ability to form an Paper 2 Qu 16 b (ii) Use scenarios to encourage students to write
 argument using verbal and a paragraph explanation using physics
written, linguistic and/or principles or work through a mathematical
mathematical, expression. solution which involves multiple steps.
Presenting practical results in a standard
scientific format; presenting problems to
solutions in a clear and coherent fashion.
Collaboration Sharing ideas when discussing Core practicals Use a class practical to discuss apparatus,
approaches to class practical work. appropriate methods and data analysis.
Teamwork Working with others to develop an Use groups to research different scenarios
understanding of a key concept. within a given topic and then feed back their
findings to the rest of the class.
Eg give each group a different application of
electromagnetic induction.
Co-operation Listening, discussing and criticising Encourage each group to be considerate yet
respective answers/presentations usefully critical of group presentations.
from groups of students to a
problem solving activity.
Interpersonal skills Using verbal and non-verbal skills Use opportunities within class to allow
in presenting, or listening to, a students to present an explanation to a
reasoned argument. physics scenario or problem.
Empathy/perspective Being considerate of the position Encourage each group to be equally
taking of others during class discussions. interested in the work of others as they are
of their own when participating in group
presentations.
Negotiation Learning to agree to someone This can be developed by asking groups to
else’s position or using the art of work on a solution to the same problem.
persuasion to reach a common There may be different approaches but
understanding of a particular students will learn the art of recognising
scenario or problem. when another point of view is valid.
Intrapersonal skills
Leadership
Leadership Taking a leading role during Leadership can be developed by encouraging
discussions, shared problem a particular student to take the lead in a
solving sessions and practical work discussion or problem solving session.
whilst ensuring other students are Consequently encourage the student to ask
able to contribute appropriately. for the opinions or help from other students
 in the class.
Responsibility Considering others when Leadership can be developed by encouraging
participating in class discussions. students to be considerate of other points of
view and, consequently earning the respect
of other students.
Assertive communication Learning to address conflicting There will be times when a number of points
viewpoints, using persuasive of view are prevalent, use this to encourage
techniques effectively to convince students to weigh up the different arguments
a point of view which leads to a for themselves and reach a conclusion.
singular conclusion or answer.
Self-presentation Developing a reflective attitude to Encourage students to reflectively consider
one’s behaviour during classroom their approach to classroom activity on a
discussions, shared problem regular basis.
solving sessions and practical
work.

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