17 Questions with Huw Curnow: Physics Teaching, Leadership and Captain Physics

Huw Curnow is an experienced physics teacher, Head of Physics and the creator of Captain Physics.

In this interview, he discusses effective physics teaching, practical work, educational videos and making difficult ideas easier to understand.

He also shares his thoughts on leadership, flexible working, artificial intelligence and the future of physics education.

Question 1

How did your career in teaching begin?

By accident really! I was coming to the end of my degree and saw the physics PGCE that Southampton University offered and thought I’d give it a go – the bursary helped, of course! I love physics and realised I wanted a career helping people. My mum is a primary school teacher, so that helped it stay near the front of my mind.

Question 2

What first attracted you to physics?

I loved it in school, but I also loved other subjects like history, which I also took at A-level. I think I can credit my physics teachers at A-level for inspiring me to take it further!

Question 3

What do you enjoy most about teaching physics?

Seeing students have those “lightbulb moments” when students realise physics does actually make sense (most of the time anyway). It’s incredibly rewarding to help students build confidence and realise that physics is something they can understand and enjoy – and is for everyone.

Question 4

What have you learned from being a Head of Physics?

I’ve learned that great teaching is a team effort. Supporting colleagues, developing resources and creating a consistent approach across the department can have a huge impact on students. Leadership is as much about listening and encouraging others as it is about making decisions.

Question 5

What makes a great physics lesson?

I’m a bit of a boring teacher, truly.

Yes, a lesson can have an amazing demo or wow factor, but if the kids aren’t learning something, then that’s useless – for example, if you don’t sequence the learning correctly or don’t check for understanding. Students should leave understanding not just what happens, but why it happens.

Question 6

Which physics topic do you most enjoy teaching?

Definitely space physics! Mainly because I love it, but also because it naturally sparks curiosity and imagination in students. That’s why I think it’s a scandal it’s not on the combined science GCSE course currently!

I also love teaching radioactivity at GCSE and A-level in recent years.

Question 7

Which physics topic do pupils find most difficult?

Many students struggle with electricity because so much of what’s happening can’t be seen directly. Concepts like electric fields, current and potential difference are abstract, so they require careful explanations and good models.

Question 8

How do you make difficult physics ideas easier to understand?

It depends on the topic really. Like any good teacher, I try to build understanding in small steps using diagrams, demonstrations, practical work and analogies. I also encourage students to explain ideas in their own words, as that often reveals misconceptions that can be addressed.

Question 9

How important are practical experiments in physics?

Physics and science are practical subjects, so it is absolutely essential to help students develop scientific thinking. That being said, a poorly designed practical, or one where students aren’t learning, can do more harm than good – so they need to be constructed to make sure students are learning from them! From my experience, a lot of students “love” practicals because it means they get hands-on experience to see physics in action, but a lot just like to try and avoid work!

Question 10

Why did you start Captain Physics?

It originally started as a way to help students I taught with a tricky topic like electromagnetism, then gradually I made more to help in revision or if they missed a lesson, for example. Over time, it just snowballed really!

Students seem to find the YouTube videos really useful, especially those who might be missing a subject specialist teaching them.

Question 11

How do you choose topics for your videos?

I’ve spent time making sure to cover the whole GCSE and A-level syllabus, and then focus on the areas that students most commonly struggle with or will help them most in exams. On TikTok, I tend to post more videos covering specific exam questions and how to solve them.

In summer months, I’m trying to make more interesting outside-the-spec videos about other physics topics, in particular lesser-known physicists.

Question 12

What makes a good educational video?

Any video where a student learns something is a good video. I think clarity of language is important, then clear video and audio. Many of my early videos did not have these, as I made them on my phone in my conservatory, so good lighting and sound were difficult and something I had to learn!

Question 13

How can teachers use short videos effectively?

Short videos work well as lesson starters, homework, or to cover a specific exam question they wish to set students. Short-form videos tend to be more engaging, so I use them to talk about things I am passionate about.

Question 14

What have you learned from sharing physics content online?

Just not to worry about being awkward or embarrassed. It’s all a learning process, so just post anyway!

Also, the student experience is so varied. Some are desperate for content the night before their final exam; some are looking for grade 9 tips before they’ve even started Year 9!

Question 15

How has working four days a week affected your teaching?

Honestly, so well. I’m really glad I did it for my work-life balance and to ease the stress of teaching. It has also given me dedicated time to develop Captain Physics, creating resources that benefit both my own students and learners across the country.

Question 16

How do you think physics teaching will change in the future?

Good question! In the UK, there will be new specifications being designed and implemented in the next couple of years, which will be a big change whatever they bring.

The continued use of AI will affect all teaching and learning. With the wide range of resources available to students, it should democratise education – but, as we know, these things rarely work out like this!

Question 17

What advice would you give to a new physics teacher?

The same as for any teacher: focus on planning good-quality lessons designed around what students are learning. Prioritise behaviour in the early days. Show your human side to students where you can. And enjoy it; you are doing God’s work!