Last Updated: Thursday, June 27, 2019

Improving Gender Balance - Gender Friendly Physics at Lomond School

What is this?

​​​​​This exemplar describes how curricular interventions and enrichment activities can improve learners’ perceptions of, and engagement with, physics.​

Improvement questions​

You are invited to use this exemplar to reflect on the following questions:

  • What contexts are used for framing curricular content in gender imbalanced subjects?
  • How does your establishment foster a broad knowledge of relevance and skills developed in studying your subjects?
  • How does your school embed careers awareness in your subjects?​

Download(s)

PDF file: Gender Friendly Physics at Lomond School (218 KB)

Who is this for?

​​This exemplar will be useful for practitioners involved in the planning, implementation and evaluation of Improving Gender Balance and Equalities (IGBE) and for those involved with the Developing the Young Workforce (DYW) agenda. 

​E​xplore this exemplar

What was done?

The physics department reframed topics within the curriculum with the intention of appealing to a broader range of learners. They also developed a comprehensive enrichment strand to showcase the breadth of applications of physics and STEM.

Why was it done?

Lomond School noted the low numbers of girls choosing​ to study Higher physics and planned to address this. By highlighting the wider applications of the subject, as well as the skills developed by studying physics, they were able to broaden the appeal and uptake of the subject.

What was the impact?

The department had an increase in girls studying Higher Physics. In 2015, 14% of those taking Higher Physics were girls. In 2018, that number had risen to 44%.​

​Teachers also noted students being more willing to take on leadership roles in STEM.​​