Physics Curriculum Knowledge and Instructional Planning
This domain tests whether you can plan physics teaching against Ghana's standards-based curriculum rather than simply knowing physics. Expect items on the structure of the syllabus, lesson-plan components, phases of a lesson, core competencies and differentiation.
Core rules
- The Ghanaian SHS curriculum is standards-based, organised into content standards, learning indicators and exemplars. A lesson is planned around an indicator, and assessment is referenced to that indicator.
- The core competencies to be woven into lessons are critical thinking and problem solving, creativity and innovation, communication and collaboration, cultural identity and global citizenship, personal development and leadership, and digital literacy.
- A lesson plan should state: subject, week ending, day and date, class and number on roll, duration, topic and sub-topic, reference (syllabus page and textbook), teaching and learning materials, relevant previous knowledge (RPK), specific objectives, and the three lesson phases with assessment embedded in each.
- Objectives are written as learner behaviours with measurable verbs: 'by the end of the lesson the learner will be able to determine the relationship between potential difference and current for a nichrome wire'. Never 'to teach Ohm's law'.
- Phase 1 (starter, about 5–10 minutes) recalls RPK and diagnoses readiness. Phase 2 (main, about 25–30 minutes) develops the concept through demonstration, group practical, questioning and guided discussion. Phase 3 (plenary, about 5–10 minutes) summarises, assesses against the objective and sets an assignment.
- Planning should include differentiation for mixed ability and for learners with special needs, plus improvisation of apparatus from local materials.
Worked example
Planning a lesson on the V–I relationship for a nichrome wire. Indicator: demonstrate the relationship between potential difference and current. RPK: learners can connect an ammeter in series and a voltmeter in parallel from JHS integrated science. Materials: cells, switch, rheostat, nichrome wire, ammeter, voltmeter, connecting wires, graph paper. Phase 1: quick circuit-symbol quiz and a question on meter placement. Phase 2: groups of four vary the rheostat, record V and I, plot V against I and find the gradient. Phase 3: groups report that the graph is a straight line through the origin, the teacher names Ohm's law, three assessment questions are given, and the assignment asks what happens when the wire gets hot.
Traps that cost marks
- Writing objectives as teacher activities instead of learner outcomes.
- Omitting RPK, so the starter has nothing to build on.
- Leaving assessment only to the end, or omitting it entirely.
- Listing apparatus without saying how it will be used to develop the concept.
- Ignoring the indicator and teaching content that belongs to another year group.