Physics in schools and colleges is at risk, according to a report from the Centre for Education and Employment Research, University of Buckingham.

Many teachers with degrees in physics will be retiring soon; present shortages will be exacerbated; if physics is to survive in schools as an identifiable subject ( rather than as part of a combined science course), both as essential education and a platform for higher level of study and research, there is an urgent need to address this growing problem, argues the report.

Although, overall, A-level entries in all subjects have risen by 14.6 per cent since 1990, the number of physics entries has fallen by 38.0 per cent (from 45,334 to 28,119). Nearly ten per cent (9.6%) of maintained schools with sixth forms now do not offer A-level physics, and in 2005 39.5% had  five entries or fewer. Over the same period, the intake of new physics teachers has dropped from about a third of the science total to just 12.8%.

While the report focuses on teacher supply, there is the additional problem that many students are deterred from taking physics because of its alleged difficulty or unattractiveness. A recent report of the RAS on PhD training and Careers in Astronomy, noted that Astronomy  can spark young people to an interest in science, and keep them interested. Young people see the importance attached to astronomy and astronomical discoveries in the UK, and they are inspired by its dramatic successes (and even by its heart-breaking failures). Teachers should be supported with appropriate material and training so they are aware of current work and developments.

Key Findings of the Report 'PHYSICS IN SCHOOLS AND COLLEGES : Teacher Deployment and Student Outcomes'

• Physics is in danger of disappearing as an identifiable subject from much of state education, through redefinition to general science and teacher shortage.

• Nearly a quarter (23.5%) of 11-16 schools had no teacher at all who had studied physics to any level at university.

• In 26.8% of state schools one in four or fewer of the teachers of physics had studied the subject to any level at university, including in 56.3% of the secondary moderns, 40.1% of the 11-16 comprehensives and 17.5% of the up-to-18 comprehensives. None of the grammars, sixth-form colleges or FE colleges, and only 7.8% of the up-to-18 independents, found themselves in this position.

• Overall, in the schools and colleges of England and Wales, 37.7% of the teachers of physics/physical processes to 14-18 year-olds had physics as their main subject of qualification.

• Teachers’ expertise in physics as measured by qualification is the second most powerful predictor of pupil achievement in GCSE and A-level physics after pupil ability.

• Pupils’ opportunity to participate in physics and be taught by teachers well-qualified in the subject is reduced if they attend an 11-16 school.

• The age profile of physics teachers qualified in physics is skewed with almost double (31.1%) aged 51and over as 30 and under (16.6%).

• The stock of physics teachers qualified in physics is diminishing. Whereas 39.0% of the leavers in 2004 had physics as their main subject, this was true of only 32.8% of newly appointed. More of the 21-30 year-old teachers of physics hold a degree in biology than have one in physics.

• Teachers of physics in science specialist schools were, on average, less well qualified in physics than the teachers of physics in arts or language specialist schools.

• About a tenth (10.8%) of the teachers in schools with a degree in physics were not teaching physics. Nearly three-quarters of those (72.3%) were teaching maths or computing.

• A quarter (25.1%) of the teacher trainees with a degree in physics were training to be maths teachers rather than physics teachers.

• It is estimated that the physics teacher training output needs to be raised from the current 450 to 750 a year to replace the teachers retiring and otherwise leaving, and enable all schools during the next five years to have the prospect of at least a quarter of their teachers of physics being qualified in the subject.