Hi, in terms of your question 3… I started with some foundation students doing this for electricity and using primary school reasoning really helped. “If I have four sweets and I share them between two people how many sweets *per* person?” They got that because they’ve done that kind of question 100s of times. Then I said “4 coulombs, how many *per* second?” I found that students were confused because it was a new approach but once they realised that it was easier than they were making it it’s clicked. Perhaps even demonstrating it with counters or *real sweets* ? I had a miracle moment when a yr 11 students grade 3 said “oh, yeah, so its coulombs divided by seconds” woah.

Qu 1: I haven’t seen Adam Boxers video but I would recommend context before equation. I used to teach through equations but see next poin…

Qu 2: I do what I call ‘worded SLOP’ which I’ve shared on TES. I do these without teaching the equation then give it them and they go back and calculated everything. This worked really well as the equation didn’t put them off. https://www.tes.com/teaching-resource/gravitational-potential-energy-questions-12237532

4. have you seen the equation technique of drawing the letters really big if the number is big and really small if the number is small?