The Ogden Trust

Early career coaching from The Ogden Trust

Raji Gaydhani is a teacher of science at Ashton on Mersey School. She has a physics specialism and a degree in physics and is currently in her third year of teaching having retrained as a teacher.

As the sole physics teacher in a large comprehensive secondary school, the early career programme has been a lifeline. It’s provided invaluable subject-specific and pedagogical support—particularly vital when the school made the exciting decision to offer A-level physics for the first time. I was responsible for designing our KS5 physics scheme of work and now deliver the A-level course to a cohort of 22 students, over 1/4 who are female.  When I first joined Ashton, I had no one within the school to bounce around ideas or share subject-specific challenges with. Having an Ogden mentor to talk through gaps in my knowledge, decide what equipment to invest in for the new course, and explore ways of making complex content more accessible has helped lighten what initially felt like an overwhelming workload.  The Ogden summer conferences have been a real highlight. Whether visiting the National Space Centre in Leicester or the Rutherford Appleton Laboratory, hearing inspiring talks and connecting with other physics educators has reignited my passion for the subject each year. These experiences have sparked new ideas for the classroom and reminded me that I’m part of a wider, supportive physics community; helping to ease the isolation that can come with being the only physics specialist in a school.  The programme has played a crucial role in building my confidence and resilience and has undoubtedly helped keep me in the profession. My mentor has been consistently positive, empathetic, and encouraging, especially with resolving issues. Beyond personal growth, the impact has been tangible in the classroom: two of my triple science classes showed the most improvement in physics GCSE outcomes on the school’s SPI (schedule performance index) in our school’s history.   Raji Gaydhani  Teacher of Science, Ashton on Mersey School (April 2025) 

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Subject knowledge for physics teaching CPD: bespoke delivery for your school or MAT

We chose to host the subject knowledge for physics (SKPT) course in-house as this provided the most efficient way for the entire department to access high-quality, subject-specific professional development in physics. Currently, the department has only two physics specialists, meaning that much of the KS3 and GCSE physics content is delivered by non-specialist teachers. This lack of subject expertise had been negatively impacting both staff confidence and pupil outcomes. Historically, physics has been an area of challenge for both pupils and staff and was therefore identified as a priority for development. Seventeen teachers have now completed the SKPT programme, and the impact on both staff practice and pupil learning has been significant. Staff report increased confidence, improved subject knowledge, and a clearer structure to their teaching. This has translated into deeper pupil understanding and improved recall of key concepts. As a department, we have fully revised our waves physics resources to reflect a more effective teaching approach that prioritises conceptual understanding and student thinking, rather than passive transmission of information. While there is often concern around written output in books, the SKPT training has reinforced the importance of experiential and cognitive engagement in securing meaningful learning. The quantitative impact of these changes is being evidenced: our physics results this year were above national average for our exam board; in 2024 they were below or level with national average. Our Year 8 data is showing that there are a lot more pupils achieving mastery level knowledge, especially in the mid cycle assessment. I would strongly recommend the SKPT programme to other heads of department considering it. It is, without doubt, the most effective professional development course I have delivered for my team. Kirsty Hughes Academy Director – Science Paignton Academy (December 2025) SKPT is fully funded by the Department for Education and delivered by The Ogden Trust in partnership with STEM Learning. Bespoke SKPT delivery can be arranged for schools and MATs, with topics, dates and details agreed to meet more specific requirements. The courses normally take place over 6-8 weeks and include eight hours of in-person delivery, online tutorials and independent learning. Please use this form https://forms.office.com/e/fYjD7wd7h4 to register your interest in arranging a bespoke SKPT programme. SKPT forces is being delivered at: The Centre for Life, 13 May (and 3 July) (Newcastle) Subject knowledge for physics teaching: Forces | STEM Durham University, 3 June (and 6 July) (Durham) Subject knowledge for physics teaching: Forces | STEM    SKPT

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Subject Knowledge for Physics Teaching CPD: Sarah (tutor)

Sarah Grady teaches physics at Deanery CE High School in Wigan; she is also a tutor on our Subject Knowledge for Physics Teaching (SKPT) course – a fully funded blended learning CPD programme for teachers teaching KS3 and KS4 physics out of specialism. 

I absolutely love delivering SKPT. It’s a joy to have a group of teachers who want to embrace the subject and get stuck into the course. I feel so lucky to have the opportunity to nurture our teachers of physics and I think the SKPT courses have an immense value.  

The face-to-face sessions allow teachers to have hands-on experience setting up and carrying out practicals in a safe environment; they can make their mistakes and discuss misconceptions before taking it back to the classroom. The past participants love the fact that the online platform stays open for them, so they can go back to the information just before they are teaching that topic for an information refresh.   

Personally, I think that SKPT shows teachers that physics isn’t scary! I try to make the course a ‘safe space’, where any questions/comments can be said with no judgement. It’s quite funny – at the beginning of the first session for a topic, the room is usually silent, and everyone looks terrified. The only people talking are the ones who are returning teachers coming back for another module. By the end of the first face-to-face day, the room is full of chat and laughter.  

SKPT participant gather after their Atomic Physics session.

Teachers respond to each other and share so much more than just physics. For lots of them, they are the only physics teacher in their school and have no one to bounce ideas around with. This course gives them the reassurance and confidence that they are doing things right. The face-to-face sessions allow teachers from a range of schools, with pupils from a range of backgrounds, to interact with each other and to share ideas and good practice. 

Participants gain so much subject knowledge from the course, but they also lose that ‘fear’ of physics. They begin to see physics as accessible to all and relevant to everyday life. I have seen participants go from being terrified at the prospect of teaching physics to really enjoying it! 

I have had one participant complete all six modules with me and I have seen her flourish. Her knowledge and confidence with her physics has astounded me. She was brilliant to have in the sessions as she was great at generating discussion and bringing her ideas to the groups. She has gone on to successfully apply for Ogden Trust early career mentoring, so hopefully she will be teaching A-level physics and running her own physics department in the near future! 

Sarah Grady
Deanery CE High School, Wigan
(September 2024)

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Subject Knowledge for Physics Teaching CPD: Fiona

I have completed all six SKPT modules over the course of a year and I have now been employed as a physics teacher, primarily teaching GCSE physics. If I hadn’t done SKPT I would not have got the job.  

I trained originally in PE and was working in a secondary SEN department delivering science to small groups of students. I had specialised in biomechanics when I studied sports science – it had elements of applied physics, so I was keen to build that knowledge when I returned to teaching. 

SKPT has given me greater understanding of the physics content and greater depth to my teaching. It has helped me question what I do and why and has helped me tailor my teaching to the different levels and abilities of students.  

I loved the face-to-face days, getting to know the tutors, finding familiar faces across the modules, and exploring physics in a safe learning environment. These days were really helpful in running through the required practicals and other practical ideas, but it was also great to compare experiences of the different teaching backgrounds with others on the course, everyone had things they could add. 

Away from the in-person days, I liked that you could study at your own pace, with all the online information and many videos to support the learning. I have been able to use the STEM Learning library and resources at York and have got some really useful ideas for supporting SEN students.  

I would most definitely recommend SKPT and have done! It really helps you understand the different knowledge required for both KS3 and KS4 physics. It is great to meet people who genuinely want to help you, whatever level you are starting from. Ultimately, it helped me get a good job and can really help to develop your career.  

Fiona Whitehead
SKPT participant
(October 2024) 

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