Musa Abdi
Head of Physics
Physics at Wellington College Education (China) - Hangzhou Senior School is much more than formulas on a board or a stack of exam questions. For us, Physics begins with curiosity — the urge to figure out why things happen the way they do. Our department holds a simple but important belief: a deeper understanding is a longer-lasting understanding. Memorising facts might help in a test, but it rarely lasts. Understanding meaning helps pupils make sense of ideas in their own way, which often makes learning longer lasting.
When pupils can link a concept to something they have seen or experienced, and when they can explain it in their own words, the knowledge sticks. It becomes part of how they interpret the world rather than something they quickly forget after an exam.
Although each year group has its own goals, one priority runs through every stage of our curriculum: problem-solving. Physics is, at its heart, a subject that asks pupils to work things out — to look at what they know, determine what they do not yet know, and use logic and mathematics to bridge the gap.
From their first lessons in Grade 6 through to A Level, pupils are encouraged to think for themselves, approach questions step by step, and apply ideas to new situations. This emphasis on application means pupils are not just recalling information; they are using it. They learn how to untangle multi-step problems and recognise familiar principles in unfamiliar settings. These are skills that serve them well far beyond Physics, whether they eventually choose engineering, maths, computer science, or something entirely different.
Practical work plays an equally important role. As pupils move through the school, hands-on skills become essential. Experiments allow them to test ideas, observe patterns, and watch as abstract theory takes shape before their eyes. Measuring acceleration, mapping magnetic fields, or wiring circuits — all these experiences help pupils learn how to design an investigation, handle equipment properly, analyse data, reach sensible conclusions, and reflect on possible sources of error. These skills lie at the core of scientific thinking and prepare pupils thoroughly for their A Level practicals and university study.
In the lower years, we aim to build enthusiasm and confidence. Practical investigations are blended with small creative tasks so that pupils see Physics as something active and enjoyable. They might build simple machines, create posters, or explore forces through demonstrations. Activities like these give younger learners multiple ways of connecting with new ideas.
As pupils get older, the classroom naturally shifts to match their increasing maturity and the demands of the course. While teachers bring their own style to lessons, one common assessment tool in the upper years is the use of past examination questions. These help pupils develop exam technique, interpret phrasing correctly and practise writing clear scientific explanations.
But exams are not the only focus. Creativity remains very much alive in the Sixth Form. For example, our Lower Sixth class recently constructed miniature catapults to support their work on projectile motion. Later, using slow-motion cameras to evaluate the motion of objects from their catapults. This shows a perfect blend of both creative learning and practical engagement. Seeing a theoretical idea take physical form — and then launching it across the lab — makes learning both memorable and fun.
A defining feature of Physics at our school is the expectation that pupils engage practically with the subject at every stage. Whether they have newly arrived in Grade 6 or are preparing for their A Level exams, pupils are encouraged to explore, test and discover. This hands-on approach supports our core teaching philosophy: practical learning fosters deeper, longer-lasting understanding.
Younger pupils develop confidence through guided experiments, while older pupils take on more responsibility for planning and conducting their investigations. By the time they reach A Level, they work with accuracy and independence, applying the scientific method, which prepares them well for future STEM studies.
The success of our pupils speaks strongly for the strength of Physics teaching at Wellington College Education (China) - Hangzhou. Each year, we see pupils take on challenges well beyond the standard curriculum. This year, a particularly motivated group is attempting to complete the full two-year A Level Physics course in just one year — a demanding task that reflects both their ambition and the support they receive within the department.
Many pupils also choose to extend themselves through Physics competitions. Some begin preparing as early as Grade 9, building the analytical and problem-solving skills needed for high-level assessments. Their journey often leads to competitions such as the British Physics Olympiad (BPhO), which require strong A Level knowledge and flexible, creative thinking. We congratulate all who participated this year and look forward to seeing their results.
Physics at our Senior School is a shared experience. Teachers guide, stretch and encourage; pupils question, explore and achieve. With a philosophy centred on genuine understanding and a curriculum designed to build fundamental, lasting skills, our department continues to nurture the future physicists, engineers and problem-solvers who will shape the world ahead.
