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POST GRADUATE CERTIFICATE IN EDUCATION SECONDARY PROGRAMME

2014/2015

Science with Biology Science with Chemistry Science with Physics

SUBJECT STUDY HANDBOOK

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Science with Biology/Chemistry/Physics Subject

Handbook Contents 2014-2015

Page

Introduction 2

Location of Subject Study sessions 2

Your Subject Study Co-ordinators 2

Key contact details 2

What will I learn? 4

Structure and content of Module 1 6

Structure and content of Module 2 13

Assessment

What do I have to do? What will my assessors be looking for?

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Summative Assessment 17

Chart showing where Subject Study assignments fit into the assessment pattern of the PGCE programme

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Details of Assignment 1 18-20

Details of Assignment 3 21-26

Formative Assessment 27

Summary of components of formative assessment 27

Directed tasks 28

Post 16 research tasks 29

Subject knowledge audit 32

Tutorials 34

Summary of subject teaching experience 35

Lesson Planning 36

Lesson plan pro forma 37

Who will support me? 40

Evaluation 40

Subject co-ordinator’s summary of module evaluations 41

Some thoughts from last year 45

Resource list 48

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Introduction

Your subject study modules will run alongside your Professional Studies programme and are complementary to your School Experience. Subject study sessions for Science will take place at The Regis School and at other partner schools for the Biology, Chemistry and Physics components. Your Subject Study Co-ordinator is Jonathan Sargent. He will also be your Academic Adviser (this role is explained in the Programme Handbook) and he is your first point of contact if you are experiencing any difficulties during your PGCE. Jonathan leads the team of tutors with whom you will work on specific Biology, Chemistry or Physics elements of the course. Useful contacts are:

Jonathan Sargent Science Programme Co-ordinator

[email protected] 07976 361634

Alison Marston Biology Tutor [email protected]

Paul O’Neill Chemistry Tutor [email protected]

Rasa Bagdoniene Physics Tutor [email protected]

Melanie Hopkins Programme Administrator


Gail Graffham Education Librarian [email protected] 01243 812094

SIZ Helpdesk Student ICT queries etc


Melanie Hopkins can be found in the Programme office which is in St Michaels F2. The office is open between 8.30 am and 5.00 pm every day except on Fridays when the office closes at 4.30 pm.

Expectations

You are expected to demonstrate the professional attributes of a teacher in your approach to your subject study. You are expected to:

Attend every session

Participate actively in all sessions and in a sensitive and professional manner which is compliant with the University’s published policies as detailed in the Programme Handbook

Use Portia regularly for communication and information

Bring your subject handbook to every session

Complete all pre and post session tasks as directed

Attend all tutorials arranged with your academic adviser

Be pro-active in addressing the targets set for you in conjunction with your tutor/academic adviser

Take responsibility for meeting deadlines, and submitting assignments/documentation to the correct place e.g. Programme Office

mailto:[email protected]








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In the event of any absence please follow the procedures detailed in the Programme handbook.

Module outlines for your subject study modules can be found in the Programme Handbook. Moodle: Information about your subject study, including this handbook, and session notes will be posted on the university’s Moodle, which can be accessed from https://moodle.chi.ac.uk. You will also use the Moodle for communication with other student teachers on your subject route.

https://moodle.chi.ac.uk/

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COURSE TITLES: Science with Biology, Science with Chemistry, and

Science with Physics COURSE HOURS: 110 hours, Modules 1 and 2 USUAL DAYS: Wednesday, Thursday and Friday TIMES: 8.30 am – 12.45 pm & 1.30 – 3.30 pm (with tutorials from 3.30) COURSE TUTOR: Jonathan Sargent (Subject Co-ordinator) Alison Marston (Biology tutor), Paul O’Neill (Chemistry tutor) Rasa Bagdoniene (Physics tutor)

What Will I Learn? The two Science Subject Study Modules are designed to produce reflective, analytical and effective classroom practitioners. They will build upon your prior experience and skills, to equip you with the knowledge and understanding of the specific subject knowledge and skills that will enable you to become an effective teacher of Science with Biology, Chemistry or Physics. You will:

Learn to analyse pedagogical theories and apply them to the effective teaching of Science to learners of all abilities and ages for which you are trained;

Learn to plan for learning effectively in line with the requirements of the National Curriculum and the guidance of the Secondary National Strategy;

Develop your understanding of relevant subject knowledge and relate this to the promotion of active, inclusive, progressive, engaging and personalised learning in Science.

The subject coordinator will introduce and lead science subject sessions, supported as appropriate by visiting speakers. The other subject coordinators will explore themes relevant to the teaching of Biology, Chemistry and Physics at KS4 and 5 in depth on dedicated B/C/P days. All these sessions will include discussions, collaborative planning and learning activities, differentiated and individualised practical tasks and presentations. There will be extensive use of video recordings of your developing practice. The collaborative and supportive nature of the sessions reflects the practice of and within school departments and will support your development towards Standard 8; Fulfil wider professional responsibilities. Your full participation in and commitment to the subject study sessions and the activities therein is both expected and valued.

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This M-Level course will address the Teachers’ Standards as set out in ‘Teachers’ Standards’. The sharpest focus will be on Part One: Teaching, whilst Part Two will underpin everything you do and you will be expected to demonstrate consistently high standards of personal and professional conduct during your school placements. Learning Outcomes are set out in full in the module outlines to be found in your Programme Handbook.

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Module 1:

Venue: The Regis School (unless noted otherwise) Times of the day:

Please be at The Regis School by 8.15 latest for 8.30 start. Break 10.30; Lunch 12.45; End of day 3.30 (approx.)

Developing teaching for learning

Day 1 - Friday 5 September 2014

Item Task/personnel Time TS

Welcome to the PGCE and to The Regis School (TRS)

JS and Michael Garlick, Headteacher, TRS

8.30

Introductions

Contact details – e-mails and text-in!

The science subject study module;

Times of the day;

Organisation at TRS; fingerprinting, wifi etc.

Our relationship with TRS;

Teachers’ standards;

Importance of TS in training (inc Part 2)

Recording TS/file organisations

Glossary of ITT terms/acronyms

IT organisation

JS; contributions from students 9.00 S1 and Part 2

Words from the past Last year’s students will tell you what lies in store..

11.00

What do science teachers do? What do children think of science?

1

JS – what is teaching? Presentation/poster report back.

11.15 all

National Curricula in Science The evolving NC, versions 2000, 2007, 2014 contrast and compare to SK audit*

11.30 S4

The first concern of ITT: Subject Knowledge (SK).

SK self assessment using exams you have already done; discussion and complete SK audit and action plan. Progress reports on action plans to date

12.15 S3

Tutorial time* Individual students/JS 3.30

Directed task #1: From pre-course task, research the science National Curriculum at KS3 and produce and e-mail to [email protected] a 500 word review before 4:00 p.m. Friday 12 September Preparation for next week:

Get a copy of 101 Red Hot science starter activities

Readings

1 Student Review of the School Curriculum – Major findings. Pub School Science Review, September 2005, 87(318)


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Day 1.5 – Monday 8 September 2014


Placements all 1.30

Election student rep to programme board

2.15

Day 2 – Wednesday 10 September 2014


What happens in a laboratory? Learning hierarchies.

JS 8.30 All

Why educate children? Why educate in science? How do children/we learn?

2

JS – and student inputs. Readings (see Moodle):

Vygotsky,

Cognitive theories of learning (Bruner, Ausubel, Gagné, Piaget)

Constructivism (Driver et al)

9.00 All

The context for science in 2014 - Children in science classes – what happens and why?

3 Classroom

observations at The Regis School

Student classroom observation research and report back. Students to produce brief summary of what they have seen in lessons…

11.15- 1.15

All

The second concern of science ITT, Behaviour Management (BM): 4Developing a classroom presence

JS & students 2.00 S7

SK KS3/4 self teach Subject triads Students KS3/4 SK groups 2.45 S3


2 See Moodle readings (Vygotsky, Constructivism, Ausubel, Gagne & Bruner, Piaget)

3 Wellington (2000), Ch. 5; Capel et al (2009) 2.1 and 3 (all)

4 Cowley (2010) – all!

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Day 3 – Thursday 11 September 2014


The second concern of Science ITT, Behaviour Management (BM) part 2

JS – Tough Love…Student discussion on classroom presence.

8.30 S7

Doing school science – what can a Y7 child learn?

5

Students – to do three Y7 practical activities:

Observation of cell structure (old 7A)

Neutralisation (old 7E)

Stretching springs (old 7k) Why are students doing this? What are we trying to teach them (outcomes) How do we/they know if they have learnt what we want them to? What TS does this activity cover?

9.30 S3, S4

Designing effective science lessons

JS/AM/students: Unpick the learning outcomes from the activities. Develop the learning objectives from the outcome How to get from LO to LO; the key to learning and success.

11.30 S4, S5

Lesson planning in science JS/AM How could we plan one of these activities for learning?

12.00 S4

Planning – the key to success. Understanding the plan; terms; explanations; Blooms taxonomy

JS/AM Introduction to the lesson plan and 1.30 S4



Directed task #2: Learning outcomes – what are they and how do you and the pupil KNOW that learning has been achieved; that there has been progress. Give three examples of learning outcomes from each of B, C, P (each one differentiated and with level). For each of the three outcomes generate one appropriate learning objectives. e-mail to [email protected] by Friday 19

September 4.00 p.m.

Preparation for next sessions:

Prepare for Day 4 (incl resources)

Day 4 – Friday 12 September 2014 Venues as below


Settlers: What is a settler activity – what are its demands?? This will be videoed (max 5 mins)

Selected individuals to present settler to whole group; video starter. Feedback on activity. Peer review

8.30 S4, S7, S8

Starters: Deliver a starter activity from a deficit area of your SK audit (max 5 mins)

Individuals to present starter to whole group; video starter. This must have a learning outcome you test. Feedback on activity. Peer review

11.00 S2, S3, S4, S8


Tutorial time * Individual students/JS 3.30

Preparation for next sessions

Prepare main for Day 5 (incl resources) – out-of-subject pairs

5 Driver et al (1996) esp Ch 10, 21.


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Day 5 – Wednesday 17 September 2014


The main activity Working in out-of-specialism pairs, deliver the planned activity at KS3. Team-teach to present your main activity to the whole group. Top time limit 30 mins. BOTH members must contribute. Must be two LOs which are tested. Feedback on activity. Peer review Video.

8.30 S2, S3, S4, S5, S8




SK session: Time with Specialist tutors on B/C/P issues with special regard to 16+

Subject Tutors

Biology: Alison Marston (Venue TBA)

Chemistry: Paul O’Neill Alex Webb & Chris Williamson (PGS)

Physics: Rasa Bagdoniene (Bishop Luffa)

Review of the unique contribution of Biology/Chemistry/Physics to a student’s education KS4/5 lessons in B/C/P Analysis of the demands of teaching separate sciences. Issues at A level

9.00 S2, S3, S4



Day 7 – Friday 19 September 2014


Plenaries – the tester JS – introduction: Student individual work. Using the activity delivered on Day 5 design and deliver a 5 minute plenary. How do you know if your colleagues have learnt anything? Feedback on activity. Peer review Video. The plenary generator

8.30 S2, S4 S8

Cross curricular issues – the science maths interface. (To be held at BRC) JS to arrange with Jeremy Smith UoC

Science students will work with maths students in small groups to:

Identify the mathematical concepts in Y 7 – 9 from the NC

What are the mathematical concepts needed to understand the science

What areas/possibilities are there for confusion in students’ minds?

How can you best avoid these

Feedback to whole group The use of mathematics in KS3/KS4 science classes: Brodsky 2008 (moodle) Venue BRC.

2.00 S3, S5

Tutorial time */SK self and peer help Individual students/JS 3.30

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Directed task #3: Review your own micro teaching sessions from this module 1 and reflect on what you learnt from the experiences and how this will change you as a teacher. e-mail to [email protected] by 4.00 p.m. 29 September Preparation for next session:

Research differentiation; individualised learning; AfL on the web. Are these just different names for the same thing?

Prepare for the session next Friday, 26 September



Organising practical sessions with school children in the laboratory

Ali Marston will use the whole morning to take students through a range of demonstrations you will be using in your professional career. She will review organisation of practical activity and safety concerns. The key focus will be how to get effective learning from practical activity.

8.45 S2, S3, S4, S7

Marking A guide to marking from Ali Marston (TLA), Associate lecturer, University of Chichester.

1.30 S6


Day 9 – Friday 26 September 2014


Questioning – a key strategy for promoting learning

JS and students as appropriate 8:30 S4

CATs – what are they – how can I use them?

JS

9.30 S6

Preparation and delivery of whole lesson teaching materials

Choose one piece of SK and deliver a 15 minute (max) input, so that you can teach the whole group this piece of subject knowledge. The level should be top GCSE/AS in your own subject area. This lesson will be videoed and will be de-constructed by the whole group. The lesson is for PGCE students – not school children.

10.30 S2, S3, S4

Preparation for placement/Day 10 JS/students tba all

In school A - Monday 29 September - Wednesday 1 October 2014

Item Task/personnel TS

Student tracking/lesson observation Whilst in school A, students should reflect on the following issue (at least):

What did the children learn in science and in subject specialism?

How did they learn it?

How was it made engaging?

How do the children know they have learnt?

All


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Directed tasks #4 and 5: To be done during serial practice from 29 September to 8 October. 4. Ensure that you have observed at least five specific, well-defined strategies to promote good

behaviour and a purposeful class environment within science lessons. Limit 250 words. 5. Observe a lesson and use it as a basis for a piece of micro-research into teacher questioning

techniques in science. Limit 500 words. e-mail to [email protected] by Wednesday 8 October

Day 10 – Friday 3 October 2014


A first impression of placement schools – what did you see/find?

JS/Students 8.30

A range of classroom strategies techniques and technology to be learnt and employed as and when necessary.

Students in pairs to each research one of the topics from the lists below and present a paper and demonstration (10-12 mins) to rest of the group. Activity will be videoed.

Data logging in science

Using the IWB

Active engagement – some tips

Organising practical work in science

Recording student progress

PowerPoint tips

Prezi demonstration

3 fun (science!) things to do with a mobile phone

Use of DVD/video in a class – some hints for engagement

e-learning in science

Setting interesting and relevant homework

Appropriate rewards

Model digestive system

Using a USB microscope

Safety key points in science

Making keywords in science fun

Marking in science – the key points

Writing on the whiteboard

Ways to organise/issue/collect practical equipment.

Explain why a candle ‘draws up’ sufficient water to displace the 20% Oxygen it burns.

How could you use podcasts in science?

Visualisers JS/AM Peer review Directed task # 6 Produce a short (max 750 words) paper on the task you researched; how could you integrate this technique into your teaching to make your lessons more engaging?

9.30 S3, S4



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Directed task #6 Produce a short (max 750 words) paper on the task you researched for Day 10 of module 1; how could you integrate this technique into your teaching to make your lessons more engaging? Distribute to rest of group for Friday 3 October. Limit 750 words. Not for submission to JS

Day 11 – Friday 10 October 2014


What are the criteria for success in my teaching practice school?

OfSTED & ITT

File keeping: teaching files and the PDP

What is a good lesson?

What is a good trainee?

Joint summative report.

JS Using the Grading Descriptors for ITT in lessons and for summative (as well as formative) assessment.

8.30 all

Preparation for assignment 1 JS/Geoff Huskinson/Daniel Wray(TRS) Please see references to relevant readings and sources in this module

10.00 S3, S4

Special Needs in a science laboratory Input from Alex Rice (TRS) 11.15 S5

AfL basic skills in science– a practical approach.

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Students may have heard of AfL. Many consider it the greatest driver for better teaching. You will learn how to make your teaching more effective by understanding what children know and then modifying what you do. Adam Robbins (TRS)

12.15 S6

Lesson planning in pairs with JS support

Completion of SK action plan and implementation

Students 2.30 S3, S4, S5


Friday 14 November 2014


Oasis Day Subject Study day to share ideas and experiences at the mid-point of Placement A

Mentors to help students prepare for Subject Study Day – clarifying issues to be explored within the group.

9.30 S8

Directed Task # 7 A review of the contribution made by your own subject specialism (biology. chemistry or physics) to the National Curriculum. In your review you should look for both tensions between your own subject and the other two and for complementary areas of knowledge. e-mail to [email protected] by end of the Autumn 2014 half term break. Limit 1000 words

*JS is available for individual help/tutorials/support as needed at any time:

by email, [email protected];

in emergency by telephone;

for tutorial, discussion purposes on Skype and FaceTime by arrangement.

6 Ireson & Twidle (2006) Ch. 4; Capel et al (2010) Ch 6.1; Assessment Reform Group (1999)



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Module 2:

Venue: The Regis School (unless noted otherwise) Times of the day:

Please be at The Regis School by 8.15 latest for 8.30 start; Break 10.30; Lunch 12.45; End of day 3.30 (approx.)

Developing better teaching for more effective learning N.B. This module is subject to possible alteration depending on student need/demand and on visiting speakers.

Preparation for 16 January session – mis-conceptions

Day 1: Wednesday 14 January 2015

Item Task/personnel Session TS

Admin/Individual study Evaluation module 1

References

Evaluation school A

Feedback on assignment 1

Update PDP files and TS

Subject knowledge audit.

Individual time with JS if needed

Share resources/ideas from school A

9.00 S3

Primary experience Students should reflect upon their primary experience and offer a 2 minute feedback to the group on what they have learnt. Students should provide a very brief briefing paper (max 300 words) on the experience. As well as general impressions, you should look at science specific issues for example:

Curriculum continuity;

Levels KS2 – 3

Assessment strategies

Cooperation between schools

10.30 S3

Job Applications JS to lead session We will discuss the general principles of application for a science post. We will review application forms, specific posts and letters of support

11.30

Job interviews + OfSTED

Paula Sargent (Headteacher, Patcham High School, Brighton) will share what a headteacher might expects from a science department and its staff Paula is also a qualified OfSTED inspector and will take trainees through the inspection process; what should they expect when they are inspected

1.30

Tutorial time * Individual students/JS 3:30 on

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Time with Specialist tutors on B/C/P issues with special regard to 16+

Subject Tutors

Biology: Ali Marston/Alex Rice (TRS)

Chemistry: Paul O’Neill (13.55 PGS)

Physics: Rasa Bagdoniene (9.15 B Luffa)

Review of the unique contribution of Biology/Chemistry/Physics to a student’s education KS4/5 lessons in B/C/P Analysis of the demands of teaching separate sciences. Issues at A level

11.00 S2, S3, S4

Day 3: Friday 16 January 2015


Misconcepts Students will prepare and present (individually) a 10 (max) minute misconcept they have come across on Placement A.

What was the misconcept?

How did you realise it?

How did you address it? If necessary this will go into the afternoon

8.30 – 12.45

S2, S3, S4, S5, S6



Day 4: Thursday 22 January 2015


The Placement B phenomenon and a review of placement B

JS to lead session

8.30 Part II

Earth Science SK input Paul Grant from the Earth Science Education Unit (ESEU) Keele University will run workshops all day on KS3 and KS4 subject knowledge.

9.30 S2, S3, S4, S5


Day 2: Thursday 15 January 2015


Planning for a better lesson Using the plan for the lesson that JS observed in November/December, students will re-plan the lesson and share with colleagues the ww/ebi from the lesson and how they would deliver the lesson another time.

8.30 S4

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Using a local resource. We are very fortunate in having the South Downs Planetarium on our doorstep. We will spend the morning seeing this resource and being guided through it by Dr John Mason MBE who is a noted astronomer. http://www.southdowns.org.uk/sdpt/

Meet at the South Downs Planetarium for 9.15.

9.30- 12.45

S3, S4

Student SK Triads Student triads

1.15 S3


Preparation for future sessions: 1. Students to prepare for the presentation task on Friday 6 February 2. Research ‘How Science Works’; what is it; what does it mean; how can you teach

skills? 3. Reflect back the session in module 1; what AfL strategies did you use in placement A

and what did you develop yourself?



Placement B school: an initial impression

Students should prepare a brief review of placement B school and contrast it to Placement A. Please find about five similarities and five differences between the schools and tabulate these for the cohort.

8.30

Assignment 3 Former students (now employed at The Regis School) will review the requirements for assignment 3 which will include:

Choosing the SoW – a rationale

What is a critical analysis?

Link it to NC

SoW strengths and weaknesses

Amendments/adaptations that could be made

Impact – what is the outcome

Methodological issues

Readings

10.00 S2, S3, S3, S4, S5, S8

Scientific enquiry and progression. Moving students up through up the levels/grades? Led by Doug Flokton of the West Sussex Advisory Service.

Students should familiarise themselves with the science attainment target How Science Works at KS3 and 4. Please bring a copy of the NC for both key stages with you.

11.30 S5, S6


Effective group work and higher order thinking skills

Chris Prankerd, assistant headteacher at Swanmore School will lead the group in some of the techniques he has developed to in AfL to achieve higher order thinking in students in science.

2.15 – 3.30

S2, S4, S5

Preparation for next session.



http://www.southdowns.org.uk/sdpt/

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Day 7: Thursday 5 February 2015 Item Task/personnel Session TS

Levelling JS to lead session; students will get practical advice and practice on this most demanding of professional activities.

10.30 S6

An individually developed pedagogic strategy for securing progress

Students should share a strategy developed during placement A which helped secure progress. This may well have been something the Subject tutor saw and commented on at your visit.

11.30 S2, S5, S6


Day 8: Friday 6 February 2015


Subject Knowledge demonstrations Students will prepare and present (individually) a 15 (max) minute snippet of useful SK to peers. This will be both for peer assessment and videoing. If necessary this will go into the afternoon.

8.30-3.30

S3, S4, S5


Friday 20 March 2015


Oasis Day

Opportunity for Group to meet at mid-point of Placement B

S8

*JS is be available for individual help/tutorials/support as needed at any time:

by email, [email protected];

in emergency by telephone;

for tutorial, discussion purposes on Skype and Face Time by arrangement.

The RSC and support for teachers Vicki Symington from the RSC will share some of the resources available for teachers

9.00 S3, S4, S5


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Assessment Definitions of summative and formative assessment are included in the Programme Handbook.

Summative Assessment What do I have to do? What will my assessor look for? The following chart can also be found in the Programme Handbook. Your subject study summative assessment is highlighted to show how it combines with other elements of the PGCE Programme to contribute towards your overall summative assessment:

Subject Study - Module 1

One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimal pass

20 M level credits

Professional Studies - Module 1

Reflective log highlighting the links between professional studies and subject application Satisfactory attendance and active participation in sessions and tasks

School Experience ‘A’ Joint Summative Report from School A on which you are graded as having achieved the Standards at a Minimal level or above

Professional Studies - Module 2


20 M level credits

Subject Study - Module 2


20 M level credits

School Experience ‘B’ Joint Summative Report from School B on which you are graded as having achieved the Standards at a Minimal level or above Completion of Standards Tracking Document

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Module One: Science with Biology

Assignment 1 (4,000 words or equivalent) ‘What is unique to biological science in the curriculum?’ For this task you should develop a 4000 word assignment in which you critically examine the place of science and biology in the school curriculum. What does science and biology provide for pupil’s education that is not provided elsewhere in the curriculum? How can the subject justify the time and money that is spent on its inclusion in the curriculum? This assignment will involve you in demonstrating and developing your own position about the nature of secondary school science and biological science with special reference to developing your position in the context of your classroom teaching and providing a justification and rationale for your developing practice. For this assignment you will need to draw on a wide range of external sources academic and educational literature, (OfSTED/HMI reports, surveys and case studies) as well as your own developing practice and philosophy. You will also need to show evidence of your development as a reflective practitioner. Assessment Criteria In addition to the general criteria, which can be found in the Programme handbook, you will be expected to demonstrate:

An understanding of a relevant debate in the biology education community; for example:

o Process skills vs content

o The ethical dimensions to dissection

o The teaching of evolution theory

o The teaching of an appropriate ethical issue

A well structured, reflective and informed position that is argued with balance, lucidity and accuracy;

An explanation and analysis, with practical examples, of how the position arrived at can drive action in the classroom in terms of pupil’s learning, activities and approaches to learning and how you know that this has resulted in pupil’s learning;

A clear structure with a fluent, well developed argument;

An appropriate academic writing style; Standard English; Harvard style referencing; originality and flair (see also assignment writing guidelines in Appendix A of the Programme handbook);

Explicit references to the ways in which the assignment meets the Teachers’ Standards (2012)

Submission date: Thursday 18 December 2014 by 12.00 noon

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Module One: Science with Chemistry

Assignment 1 (4,000 words or equivalent) ‘What is unique to chemical science in the curriculum?’ For this task you should develop a 4000 word assignment in which you critically examine the place of science and chemistry in the school curriculum. What does science and chemistry provide for pupil’s education that is not provided elsewhere in the curriculum? How can the subject justify the time and money that is spent on its inclusion in the curriculum? This assignment will involve you in demonstrating and developing your own position about the nature of secondary school science and chemical science with special reference to developing your position in the context of your classroom teaching and providing a justification and rationale for your developing practice. For this assignment you will need to draw on a wide range of external sources academic and educational literature, (OfSTED/HMI reports, surveys and case studies) as well as your own developing practice and philosophy. You will also need to show evidence of your development as a reflective practitioner. Assessment Criteria In addition to the general criteria, which can be found in the Programme handbook, you will be expected to demonstrate:

An understanding of a relevant debate in the chemistry education community; for example:


o The relevance of chemistry in science education

o Conceptual difficulties with the Mole concept








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Module One: Science with Physics

Assignment 1 (4,000 words or equivalent) ‘What is unique to physical science in the curriculum?’ For this task you should develop a 4000 word assignment in which you critically examine the place of science and physics in the school curriculum. What does science and physics provide for pupil’s education that is not provided elsewhere in the curriculum? How can the subject justify the time and money that is spent on its inclusion in the curriculum? This assignment will involve you in demonstrating and developing your own position about the nature of secondary school science and physical science with special reference to developing your position in the context of your classroom teaching and providing a justification and rationale for your developing practice. For this assignment you will need to draw on a wide range of external sources academic and educational literature, (OfSTED/HMI reports, surveys and case studies) as well as your own developing practice and philosophy. You will also need to show evidence of your development as a reflective practitioner. Assessment Criteria In addition to the general criteria, which can be found in the Programme handbook, you will be expected to demonstrate:

An understanding of a relevant debate in the physics education community; for example:


o Inconsistencies between mathematics and physics

o Conceptual difficulties with the current, voltage and charge concepts








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Module Two: Science with Biology Assignment 3 (4,000 words or equivalent) A critical exploration of a Scheme of Work from the Biology curriculum and how it could be adapted to help raise the achievement of my class.

Choose a SoW that you have taught or contributed to its development;

Critically analyse its position in the NC, its content and any suggested teaching approaches;

Summarise the SoW strengths and weaknesses;

What amendments and adaptations could be made to enable a chosen class to raise levels of achievement;

What was the impact of the change on the outcomes of the class. You should have proposed and made some amendments to it, or at the very least be in a position to propose some amendments to it – on the basis of the evidence you have gathered, and readings you have undertaken. Where you are unsure about which Unit of Work to select for this, you may:

Consult your mentor about your initial ideas

E-mail your University tutor about your plans

Forewarn us that you want to include a brief discussion on this as part of our subject visit.

Reading requirement: seek advice about this once the area covered by your Unit of Work is decided. We undertake to provide you with some starter readings related as closely as possible to the Scheme of Work under consideration. You will need to indicate clearly and in the standard way at least 8 reading sources related in different ways to your choice. You must use the evidence from your reading to identify where you have a deficiency in the SoW. You must then construct a well supported argument for change, and for the changes that you recommend. If possible you should provide a critical (possible quantitative) analysis of the student outcomes, both before and after the changes have been made. Assessment Guidance: 1. Awareness and consideration of social dimensions within which the planned

science/biology learning took place/will take place; - learning does not take place in isolation

2. Demonstration of critical abilities, including the making of evaluative judgements, the framing of appropriate questions, and the identification of well-reasoned changes; - you must have good reasons for any changes proposed and have marshalled the evidence to defend these changes

3. Ability to locate and draw upon relevant aspects of recent and current research, inspection evidence, and analysis of national data; – i.e. you will draw from readings.

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4. Evidence of understanding of short, medium and long term plans, in creating or amending plans for a unit of work; - units of work sit within other planning systems

5. Appropriate referencing to the Science National Curriculum and other relevant programmes of study, frameworks and syllabi; - locating work to the NC and to the school’s SoW is essential – where appropriate link to the secondary strategy or a Biology GCSE specification

6. Clear, coherent and concise communication of ideas, issues, potential problems and resolutions – as a teacher you are above all a communicator – in both oral and written parts of the assignment you need to show your prowess at this.

7. This is an academic assignment and so the essay must display qualities of correct English: spelling, punctuation and grammar, and correct referencing: please use the Harvard convention.

Assessment Criteria In addition to the general criteria, which can be found in the Programme handbook, you will be expected to demonstrate:

A critical understanding of the relationship between long, medium and short term planning

A knowledge of current issues relating to the teaching of science in schools; a knowledge of how this is outworked in the planning and delivery of lessons

Reflection on relevant contemporary debates about the purpose of school science.

The Teachers’ Standards (2012). All assignments should identify the Standards that relate to the assignment and cite the Standards document as one reference

Informed critique of relevant literature

Analysis and evaluation of the effectiveness of the SOW

A clear structure which addresses complex issues systematically and creatively

Appropriate academic writing style; Standard English and Harvard referencing Submission date: Monday 15 June 2015 before 4.00 p.m.

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Module Two: Science with Chemistry Assignment 3 (4,000 words or equivalent) A critical exploration of a Scheme of Work from the Chemistry curriculum and how it could be adapted to help raise the achievement of my class.










science/chemistry learning took place/will take place; - learning does not take place in isolation



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12. Appropriate referencing to the Science National Curriculum and other relevant programmes of study, frameworks and syllabi; - locating work to the NC and to the school’s SoW is essential – where appropriate link to the secondary strategy or a Chemistry GCSE specification











Appropriate academic writing style; Standard English and Harvard referencing Submission date: Monday 15 June 2015 before 4.00 p.m,

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Module Two: Science with Physics Assignment 3 (4,000 words or equivalent) A critical exploration of a Scheme of Work from the Physics curriculum and how it could be adapted to help raise the achievement of my class.










science/biology learning took place/will take place; - learning does not take place in isolation



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19. Appropriate referencing to the Science National Curriculum and other relevant programmes of study, frameworks and syllabi; - locating work to the NC and to the school’s SoW is essential – where appropriate link to the secondary strategy or a Physics GCSE specification











Appropriate academic writing style; Standard English and Harvard referencing Submission date: Monday 15 June 2015 before 4.00 p.m.

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Formative Assessment All formative assessment is designed to demonstrate your ability to achieve the required level of attainment in your two subject specific assignments and to complete Modules 1 and 2 of School Experience successfully. Formative assessment of Subject Study is summarised below, details can be found on the following pages.

Directed Tasks You will be required to complete a number of subject specific tasks during university based sessions and during school experience, as directed by your subject tutor, in order to address your specific needs. A list of these tasks is included on the following page.

Post 16 Experience and Research There follows a list of specific tasks which you will need to complete during your post-16 experience

Subject Knowledge Audit Auditing your subject knowledge, and taking steps to enhance the breadth and depth of your knowledge effectively is a continuing process throughout the PGCE programme

Tutorials These take place with your subject tutor to review your individual progress

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Directed Tasks

1 Produce a 500 word review of the KS3 science national curriculum. e-mail to [email protected] by date/time specified in the module summary.

2

Learning outcomes – what are they and how do you and the pupil KNOW that learning has been achieved; that there has been progress. For each of the areas of biology, chemistry and physics, make three learning objectives and three corresponding Outcomes. e-mail to [email protected] by date/time specified in the module summary.

3

Review your own micro teaching sessions from module 1 and reflect on what you learnt from the experiences and how this will change you as a teacher. e-mail to [email protected] by date/time specified in the module summary. Limit 750 words.

4

A review of the contribution made by your own subject specialism (biology. chemistry or physics) to the National Curriculum. In your review you should look for both tensions between your own subject and the other two and for complementary areas of knowledge. e-mail to [email protected] by date/time specified in the module summary.. Limit 1000 words.

Directed tasks 4 & 5 are to be researched during serial teaching practice

5

Ensure that you have observed at least five specific, well defined strategies to promote good behaviour and a purposeful class environment within science lessons. e-mail to [email protected] by date/time specified in the module summary. Limit 500 words.

6

Observe a lesson and use it as a basis for a piece of micro-research into teacher questioning techniques e-mail to [email protected] by date/time specified in the module summary. Limit 750 words

7

Produce a short (max 750 words) paper on the task you researched for Day 10 of module 1; how could you integrate this technique into your teaching to make your lessons more engaging? This paper must be available for distribution to your colleagues on the day of the presentation. Limit 750 words.







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Post 16 Experience and Research: Science with Biology Rationale: In order to be effective practitioners at 6th Form/Post-16 level (as with KS 3 & 4), Biology teachers have to think reflectively about what they are doing and why they are doing it. During the Programme, each student should complete the following subject-specific directed tasks via observation of biology teaching and discussion with teaching staff as well as an investigation into and critique of resources and approaches to teaching Biology at this level. By the end of the Programme, students should have become more familiar with and have reflected on recent developments in the teaching of ‘A’ and ‘A/S’ levels in biology and its sub-modules and have learned and reflected on possible approaches that may be used when teaching an ‘A’ level class. Directed Tasks (Students should record their findings in the post 16 log of the Personal Development Profile): 1. Look for ways in which attempts are made to address the various ‘key skills’:

application of number, communication, ICT, improving own learning and performance, working with others, problem-solving. Discuss with various teaching staff in the biology department how they address the issue of key skills.

2. Note ways in which ICT applications are used to consolidate and deepen the

knowledge and skills of students. 3. Study the specimen papers of the specifications being taught in the Biology

department. Look closely at the questions and associated marking schemes. Consider what teaching and learning strategies could be employed in order effectively to tackle such questions. Where possible discuss these (and other) approaches with staff in the department:

What do the students need to know?

What skills do they need to employ? How could the answers to these two questions affect lesson planning and choice of teaching strategies?

4. Study the coursework details of the ‘A’ (and ‘A/S’) syllabuses for which the biology department enters its students. Note the ways in which the assessment objectives are applied to the coursework elements; the choice of content available; the number and length of assignments required; the guidance offered by the Board for the creation of mark schemes for the assignments, noting the use of progression for the objectives; the administration involved and how this sets the timetable for completion by the students; the moderating procedures and any specimen examples made available by the Board.

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Post 16 Experience and Research: Science with Chemistry Rationale: In order to be effective practitioners at 6th Form/Post-16 level (as with KS 3 & 4), Chemistry teachers have to think reflectively about what they are doing and why they are doing it. During the Programme, each student should complete the following subject-specific directed tasks via observation of chemistry teaching and discussion with teaching staff as well as an investigation into and critique of resources and approaches to teaching chemistry at this level. By the end of the Programme, students should have become more familiar with and have reflected on recent developments in the teaching of ‘A’ and ‘A/S’ levels in chemistry and its sub-modules and have learned and reflected on possible approaches that may be used when teaching an ‘A’ level class. Directed Tasks (Students should record their findings in the post 16 log of the Personal Development Profile): 1. Look for ways in which attempts are made to address the various ‘key skills’:

application of number, communication, ICT, improving own learning and performance, working with others, problem-solving. Discuss with various teaching staff in the chemistry department how they address the issue of key skills.


knowledge and skills of students. 3. Study the specimen papers of the specifications being taught in the Chemistry




4. Study the coursework details of the ‘A’ (and ‘A/S’) syllabuses for which the chemistry department enters its students. Note the ways in which the assessment objectives are applied to the coursework elements; the choice of content available; the number and length of assignments required; the guidance offered by the Board for the creation of mark schemes for the assignments, noting the use of progression for the objectives; the administration involved and how this sets the timetable for completion by the students; the moderating procedures and any specimen examples made available by the Board.

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Post 16 Experience and Research: Science with Physics Rationale: In order to be effective practitioners at 6th Form/Post-16 level (as with KS 3 & 4), Physics teachers have to think reflectively about what they are doing and why they are doing it. During the Programme, each student should complete the following subject-specific directed tasks via observation of physics teaching and discussion with teaching staff as well as an investigation into and critique of resources and approaches to teaching physics at this level. By the end of the Programme, students should have become more familiar with and have reflected on recent developments in the teaching of ‘A’ and ‘A/S’ levels in physics and its sub-modules and have learned and reflected on possible approaches that may be used when teaching an ‘A’ level class. Directed Tasks (Students should record their findings in the post 16 log of the Personal Development Profile): 1. Look for ways in which attempts are made to address the various ‘key skills’:

application of number, communication, ICT, improving own learning and performance, working with others, problem-solving. Discuss with various teaching staff in the physics department how they address the issue of key skills.


knowledge and skills of students. 3. Study the specimen papers of the specifications being taught in the Physics




4. Study the coursework details of the ‘A’ (and ‘A/S’) syllabuses for which the physics department enters its students. Note the ways in which the assessment objectives are applied to the coursework elements; the choice of content available; the number and length of assignments required; the guidance offered by the Board for the creation of mark schemes for the assignments, noting the use of progression for the objectives; the administration involved and how this sets the timetable for completion by the students; the moderating procedures and any specimen examples made available by the Board.

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Subject Knowledge Audits Science to 16+; Biology/Chemistry/Physics 16-19 There are four separate subject knowledge (SK) audits,

a) Science to 16 b) Biology 16-19 c) Chemistry 16-19 and d) Physics 16-19

All students must follow audit (a) and then one from (b), (c) or (d) according to subject specialism Before commencing the course, you undertook a subject knowledge (SK) audit (a) and also one from (b – d). From those you produced an appropriate action plan, which recorded your progress before the commencement of the course. This audit and completed action plans, together with any evidence of SKE (e.g. DLSKEs or IoP SKEs) should be kept in your PDP folder under the heading SK audit. At the beginning of the course in September you will revisit your SK audit. Through this process you will identify areas for further development. You will build up more subject knowledge during the year, recording your progress on your audit. This will be monitored at regular points during the PGCE programme: 1. Before school A 2. By your subject coordinator at the school A visit 3. Before School B 4. By your subject coordinator at the school B visit It will also be reviewed periodically by your subject mentor during school placements. You will be expected to be pro-active in addressing any identified gaps in your subject knowledge. It is strongly recommended that you re-audit the appropriate section whenever you teach a topic. Thus, by the end of the programme, you will be able to demonstrate that you are able to meet the subject knowledge requirements of the Teachers’ Standards (2012) The science to 16+ SK audit and accompanying action plan(s) are designed to: 1. Enable you to teach all three sciences to 16+ and your own to 18+ 2. Enable you to audit your achievement of the science knowledge standards

currently required nationally [by DfE & NCTL]; 3. Enable you to address any issues arising from this audit by:

utilising mutual support within your group,

studying current exam papers / mark schemes,

accessing individual [or sub-group] tutorial support.

other appropriate strategies

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The audit will also assist you in familiarising yourself with the formal examination specification requirements made of current secondary school students in the middle and upper range.

You will sign off sections of the audit once you have confirmed to yourself that you have checked/gained the necessary knowledge & understanding. Any areas where you need to study further to gain fuller command of the material should be entered into your Action Plan.

If - after the relevant course sessions - you remain in doubt about any topic or section, and are unsure whether you have achieved or understood it, please contact one of your tutors for guidance. Remember that you will have opportunities within your school-based training to discuss topics with mentors and other colleagues. Often it is when planning co-operatively towards teaching a topic that the ‘pieces fall into place’ and you come to understand it more fully.

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Tutorials Tutorials with your subject tutor will be arranged before the beginning of each School Experience to check your preparation for school experience and discuss your targets/subject needs and following the marking of your assignments to consider any areas for development identified by your tutor to help you improve your level of attainment in the following assignment. Your summary of teaching experience (following) will help you and your subject tutor to ensure that you cover the required range of teaching during your school placement. Because your course tutor is not based on the BRC campus, you may also access him for tutorials, advice or support:

By email, [email protected];

In emergency by telephone;

For tutorial or discussion purposes on Skype and FaceTime by arrangement.


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PGCE SECONDARY SCIENCE SUMMARY OF SCIENCE TEACHING EXPERIENCE FOR 2014/15

NAME: ……………………………….……………. Assessment Option………………Main Subject. Biology/Chemistry/Physics.

Experience of

teaching at KS3

Experience of

teaching at KS4

Experience of teaching at 16+ and completion of directed tasks

Experience of teaching using

HSW


Biology


Chemistry


Physics

SCHOOL A : ………………………………………………………………. [NAME OF SCHOOL A]

SCHOOL B: ………………………………………………………………. [NAME OF SCHOOL B]

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Planning lessons for Learning Objectives and Learning Outcomes - LOLO

Start with the OUTCOME

What will the student do/produce/complete at the end of the lesson which will show them and you that they have achieved/?

o it might be a labelled diagram (specify the number of correct labels);

o it might be a description of a process using certain keywords;

o it might be a graph (with specific criteria met)

You will need to differentiate the outcomes – for less able and more able. In the second example above you may want the less able to describe the process, the average to explain key features(s) and the most able to link the explanation to another concept/process. See the National Curriculum Attainment targets and remember IDEALS

From the outcome – frame appropriate learning objectives; these tend to be broader.

Now plan the learning journey – remember to chunk it and check learning for all frequently in the lesson.

Remember there are three parts to planning a lesson:

What are they going to learn

What will you and they do to achieve that learning

How will you and they know they have achieved it?

Useful words/phrases that will give you the precision you need in framing objectives:

By the end of the lesson pupils will be able to …. select … extract … give example of … relate … identify … choose … connect … link … make a link between … explain … illustrate … show the relationship between … explain the relationship between … comment upon … remember … recall … ask questions about … choose questions that … find … design … prioritise … extend …

classify … sort … arrange … justify … justify your thinking concerning … explain your thinking concerning … compare … contrast … define … analyse … join up … organise … reconsider … reflect … support … support a view that … evaluate … create … construct … draw out … challenge … build …

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amplify … reorganise …

structure … represent …

Avoid words like discuss, complete, fill in, annotate, listen, finish or gather. These are descriptions of procedures, tasks or activities. They are not learning objectives. They are fine for your activities in your lesson plan – but not for your objectives. You might legitimately want pupils to ‘do the exercise’ or ‘fill in the table’ or ‘finish the graph’ or ‘do the experiment’ but these are not learning objectives. Avoid words like become aware of, experience, learn about, empathise with or understand. These are too vague as outcomes and for you to assess whether or not learning has taken place. Also, they don’t help you with defining what pupils are learning. They are perfectly valid experiences, but your job is to specify the learning outcomes that will demonstrate headway and learning.

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Secondary Science with B/C/P PGCE: Lesson Plan

Date: School: Number in class:

Lesson start time: Duration:

Teacher: Teaching Assistant:

SEN/IEP information:

Lesson topic:

Student teacher objectives (draw on evaluations of EBI in previous lessons) :

Learning objectives for pupils:

QTS standards:

Plan checked: Yes/No

Risk assessment:

Lesson content/pedagogy and organisation

Clock time

What am I doing? (30)

What are they doing? (70)

Starter:

Starter:

Mini-plenary: How do I show learning? CLFA Mini-plenary: How do they know they have learnt? CLFA

Task 1:

Task 1:


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Task 2:

Task 2:


Plenary: How do I show learning? Specific, levelled, differentiated outcomes for ALL Plenary: How do they know they have learnt? Specific, levelled, differentiated outcomes for ALL

Learning Outcomes (linked to lesson objectives)– How will students KNOW that have achieved learning?

Post lesson evaluation:

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WWW: What went well in terms of teaching and pupil learning? 1

2

3

EBI: How could it be Even Better If… in terms of student progress?

1

2

3

After every lesson student teachers should evaluate the lessons taught with two or three very brief, handwritten bullet points. These points must be specific, and they should inform your next lesson plan for that group. It is a good idea for them to be hand written. It is very good practice to annotate the plan as well. At the end of every day, student teachers should reflect in depth on one lesson from that day and produce a reflective evaluation (using the Daily In-Depth Lesson Evaluation) This should reflect on what you would do to make learning more effective in the next lesson(s).

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Who will support me? Your Subject Co-ordinator, Jonathan Sargent, is also your Academic Adviser (see the main Programme Handbook). He will support your progress in your academic studies and your school experience and will meet you for tutorials at key points in the Programme, notably:

after completion of the Subject Knowledge Questionnaire in September

at the start and end of both teaching blocks.

Evaluation Details of the evaluation of the Secondary PGCE Programme can be found in the Programme Handbook. As part of this process, each subject study module is evaluated. You will be asked to complete a module evaluation form, an example of which follows. Your subject tutor will analyse the responses and identify areas for development, an example of which is included in this section. Each subject route is required to select a representative member of the Secondary PGCE Programme Board. The Programme Board meets three times a year and each student representative is offered the opportunity to raise issues on behalf of their subject group.

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Secondary PGCE 2013 – 2014 Module Evaluation Analysis 16 replies/16 students

Module Title Science Subject Study

Course tutor Jonathan Sargent Please complete this evaluation form to enable us to review and develop our programme. Your responses are included in the Annual Review process which operates in the University. From this process, areas for improvement are identified and implemented.

1. By the end of this module have you made progress in terms of the following learning outcomes?

Yes No

continue the process of reflecting on why science is taught as a distinct subject within the curriculum, and to critically analyse the part it plays in the broader education of secondary age pupils

16/100%

reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs

16/100%

recognise the purpose and function of curriculum structures and assessment systems, including those associated with the National Curriculum programmes of study at KS3 and KS4, GCSE specifications and post 16 qualifications. and the projected 14 to 19 initiatives.

16/100%

explore the use of ICT and review the evidence for its use as a tool to improve pupil achievement, and learn how data can be used to improve performance at all levels within schools

16/100%

analyse through research, the place of scientific investigation within the science curriculum, and through the use of current literature provide justification for its inclusion. To be familiar with the vehicles for assessment of investigative skills at KS3 and KS4.

16/100%

recognise the issues related to transition between the primary and secondary phases, providing a critical analysis of strategies maintain pupil progress.

16/100%

2. Were you motivated by the learning and teaching approach?

Yes 16 100%

No

Comment Videoing useful/appreciated 4 (25%) Tutor motivating/inspiring 4 (25%) 3 Was all the information you needed to complete this module available through the handbook?

Yes 16/100% No

Comment 3 handbooks confusing/need simplifying (3) Updates to information (science) caused confusion (1)

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For the following 2 sections, please use the 1-4 scale as indicated:

1 very good 2 good 3 satisfactory 4 poor

4. Please evaluate the resources available.

1 2 3 4

Rooms (1 nil return) 6 7 2

Learning Resources Centre (1 nil return) 8 6 1

Access to Portia (2 nil return) 5 5 4

5. Please evaluate your own contribution to the module

1 2 3 4

Attendance 16

Preparation for and follow-up to sessions 9 7

Active participation in sessions 15 1

6. Has this module contributed to your understanding of the following

Yes No Comment

Personalised Learning 16

Diversity 16

7. What are the strengths of this module?

Observations/Feedback from tutors in taught session and at placement (6)

Sharing resources (2)

Use of video to develop pedgagogy (10)

Being school based (2)

Balance of time/input on own subject specialism and the whole science curriculum (9)

Tutors knowledge/inputs valued (8) Action Points by Tutor:

Develop the videoing sessions to cover SK as well as pedagogy

Include use of practical kit in lessons – organisation etc

Develop and teach practical demonstrations in the module

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STUDENT EVALUATION MODULE 2 SCIENCE 17 returns/ 17 students

Programme Secondary PGCE

Module Title Science Module 2

Number in cohort 17 Number of returns 17

Please can you complete this summary of student evaluation. Include the number of responses and percentage. E.g. 11 (100%) 1. By the end of this module have you made progress in terms of the following learning outcomes?

1. By the end of this module have you made progress in terms of the following learning outcomes?

Yes No

continue the process of reflecting on why science is taught as a distinct subject within the curriculum, and to critically analyse the part it plays in the broader education of secondary age pupils

17 0

reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs

17 0

recognise the purpose and function of curriculum structures and assessment systems, including those associated with the National Curriculum programmes of study at KS3 and KS4, GCSE specifications and post 16 qualifications. and the projected 14 to 19 initiatives.

17 0

explore the use of ICT and review the evidence for its use as a tool to improve pupil achievement, and learn how data can be used to improve performance at all levels within schools

17 0

analyse through research, the place of scientific investigation within the science curriculum, and through the use of current literature provide justification for its inclusion. To be familiar with the vehicles for assessment of investigative skills at KS3 and KS4.

17 0

recognise the issues related to transition between the primary and secondary phases, providing a critical analysis of strategies maintain pupil progress.

17 0

2. Were you motivated by the learning and teaching approach?

Comment

Yes 17 /100%

No Engagement/ delivery/ enthusiasm

3 Was all the information you needed to complete this module available through the handbook?

Yes 17/100%

No

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For the following 2 sections, please use the 1-4 scale as indicated:

1 very good 2 good 3 satisfactory 4 poor

4. Please evaluate the resources available.

1 2 3 4

Rooms 11/65% 6/35% -

Learning Resources Centre (1 no response) 8/47% 7/41% 2/12% -

Access to Portia 6/35% 9/53% 2/12% -

5. Please evaluate your own contribution to the module

1 2 3 4

Attendance 11/65% 5/29% 1/6% -

Preparation for and follow-up to sessions 6/35% 8/47% 3/18% -

Active participation in sessions 10/59% 5/29% 2/12% -

6. Has this module contributed to your understanding of the following

Yes No Comment

Every Child Matters 17/100% - Inclusion matters

Personalised Learning 17/100% - Differentiation has been key to engaging a class

Diversity 17/100% -

7. What are the strengths of this module? Positive remarks about tutor enthusiasm etc 13 Guest speakers 8 School based sessions (or similar) 5 Support from group 7 8. Subject Co-ordinator's Action Points:

Will review the data logging session

Will certainly try to use The Regis School again (very positive response to rooms!)

More support for assignment 3?

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Words from last year’s cohort. You have been chosen because Jonathan has seen something in you at interview and believes you can be a really good teacher, not a mediocre one. If Jonathan believes in you then believe in yourself too! The most important thing that has to stand above everything else is that you enjoy your time in the classroom. Even with the worst class or the most challenging pupil, say to yourself in you head "I will enjoy this". It worked wonders for me! The PGCE will most likely at some point test you to your limit. You will ask yourself a lot of questions and one of them will be "How can I escape!". Rest assured that no matter how far away you are from the finishing line, you have support all around you and you just need to ask. The question you should instead be asking yourself is how can I make sure tomorrow's lessons are going to be fun! Good luck. You will be brilliant...eventually :)

Sam R Well done for braving it this far! As we finish our last few days on the PGCE, I can say that despite the moments when I doubted why I ever began this journey (and of course, they did come!), looking back it has ALL BEEN WORTH IT. Go with your gut instinct as you move forwards from here. I really had no idea what to expect as I gave up my life in Yorkshire and moved to Chichester following a phone call with Jonathan, but you could not be in better hands. Keep an open mind as you go into this and be prepared to go with the flow. An ‘average’ working week for me looked like starting at 6am-8/9pm on weekdays and then 10-4pm on Saturday. Obviously, we’re humans – not machines so keep a day off to rest. It’s hard work, so be protective of your free time. Stay connected to your hobbies and people close to you- they will remind you of the bigger picture and gives you boosts when you need it!! If I were in your position again I would relax more, enjoy myself more and give myself more breaks. The PGCE will seem to have passed by in a flash when you reach your final week so make the most of every day. Take it seriously, but hold it lightly; it’s a life-changing year!

Dan Applying to do a PGCE at Chichester Uni is honestly the best decision I’ve ever made - teaching is an amazing job and you really will make a difference! The PGCE is hard work but incredibly enjoyable and rewarding. Make sure you are organised right from the beginning of the course, with files and your approach to the course and teaching, this will help you as you go along. Always leave time for yourself during the week, this will keep you sane! Use your support network of tutors, mentors and your cohort and listen and act on the advice of others. Your personality is your biggest asset, let this shine through and above all, enjoy it. You will be fantastic! Good luck with everything you do.

Lizzie

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When I read these words of wisdom, as you are now, from the PGCE students of the year before me I was concerned! Tales of little sleep, crazy workloads, blood, sweat and tears. I started the course with a certain amount of trepidation. Let me tell you it’s totally achievable. Yes it’s is hard work, if you are coming straight from university you may be in for a bit of a shock at the amount of work you will need to do. You will have good days where you wonder why everybody doesn’t do this job. You will have bad days where you wonder why anybody wants to do this job. If you can cope with a little bit (quite a lot) of up and down you will be fine, you will quickly see that the bad times go away quickly and the good times linger longer. As you move through the year there will be less “bad” and more “good.” You will need to have the confidence in yourself to believe that you can do this job. You will find three quarters of the way through the placement you may still be wondering if you actually know what you are doing. Writing this now I am still not sure! It is comforting to know that if you speak to people who have been teaching 1, 2 or 3 years they will say the exact same thing.

James When I first began the course, I was petrified! I had all these worries: was my subject knowledge good enough; could I control a class of 30 AND get them to learn something at the same time; would I still have a life outside of my PGCE? BUT I made it, my subject knowledge should never have been a worry- you learn SO much on the course, classroom control...just happened..and becomes second nature (yes, really!) AND, I still have a social life! Trust your instincts, work hard, play hard, enjoy yourself, take risks in the classroom once you're comfortable in front of the class, LEARN the kids names, know where the line is...you don't want to kids to see you as their friend, you're their teacher, but you still need relationships with them. Keep your head up, respond positively to constructive criticism- your mentors know what they're doing- take it on board and implement it into your future lessons. Kids smell fear- even if you're terrified, put a smile on your face and keep your chin up- teaching is a big performance! Enjoy this year, make the most of it, you're literally a sponge this year- soaking up such a huge volume of knowledge! Smile, have fun, and become a great teacher!!

Charlotte Keep smiling! You can never be too hyper organised! Don't worry about subject knowledge - learn it as you go! Get the assignments done early and spend time proof reading and editing.

Sarani I found the course tough. I have two secondary aged children and juggling life was difficult and I struggled with guilt and being stretched in all directions. However, get the family on side – and it will be so worth the effort. Thoughts from me:

1. Whatever happens to you on placement, suck it up - you will benefit from it, and then when you get your first teaching job YOU can decide who and how you want to be instead of trying to fall in with the various teachers you are teaching for.

2. Take charge of your own destiny and be familiar with the grading descriptors – make sure your mentor is too!!!! (I didn’t, so I speak from experience...)

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3. Trust in the course to give you the tools to become the teacher you want to be. Put the work in and you will get the rewards. Don’t underestimate the benefit of doing the directed tasks and essays - or any task that you might not have the appetite for – they are all there to learn from, and you will. That includes the Link Logs!!! They don’t have to take long to do.

4. Keep your eye on the goal, believe in yourself, and finally …. 5. Make friends and have fun! Being a teacher is a massive privilege and those

kids –need YOU! Sammi H-O with love xx

Don’t be afraid. Start off being confident and the students will respond well. Remember you will make mistakes and there is no such thing as a perfect lesson. You will be given a lot of advice from your mentors, teachers and fellow students, try to act on the negatives but focus on the positives – these will get you though. For me the best moments are when you can see the impact you have made on individual students, this could be as simple as a struggling student reaching their target or a shy student daring to put their hand up, these moments make the long hours worthwhile. Enjoy the year, make the most of the advice you will be given and have fun – the summer will arrive before you know it!

Hannah

This will be the hardest and most rewarding year of your life so far, there will be ups and many many downs but the end will come. The relief and pride that you have completed the year make it all worth it. I could not imagine doing anything else anymore. The days are hard, the work is long but it is the most rewarding profession you could go into. My words of advice for you are; be organised! It cuts down so much time. Make friends with everyone on your cohort and other ITT teachers on your placements, they are all going through the same thing and offer a huge amount of support. Good luck and enjoy your time in the classroom!

Sam Mc

This year has been amazing, exhausting, fun, and hard work in equal measure. But the number of times you will come home exhausted and smiling will far outweigh the number of Ben & Jerry evenings that you will need! My advice is to steal everything - get copies of resources, use peoples teaching techniques, reuse good explanations - just be a magpie. Not only will this make you a better teacher, it will save you time, which is something you will find disappears insanely fast. Something which will also save you time is to stay organised. Listen to Jonathan when he talks about organising your folders and for goodness sake, stay on top of your filing! Enjoy this year, be prepare for hard work, learn from the many mistakes you will make (everyone does!), and have some fun - kids are hilarious and science is awesome!

Rachel

Follow your instincts - you will be receiving a lot of advice from a lot of people and sometimes this can be conflicting. This profession is very personal and everyone will have different strategies to how they want to manage their classroom - find the way that suits you and stick to it.

Suzy

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Resources

This reading list is searchable on the catalogue in Portia (library section) if you type in pgtsss1 in the search box

Indicative Reading: These texts are essential to the course: they are referred to on numerous occasions and you need to become thoroughly familiar with their contents.

Wellington J 2000 Teaching & Learning Secondary Science e

Routledge

Ireson G & Twidle J

2006 Achieving QTS Reflective Reader: Secondary Science

Learning matters

Capel, S, Leask, M Turnet, T

2009 Learning to Teach in the Secondary School

Routledge

Wood-Robinson V

2006 ASE Guide to Secondary Science Education

ASE

Reiss M 2005 Teaching Secondary Biology ASE John Murray Science

Taber K 2005 Teaching Secondary Chemistry ASE John Murray Science

Sang D 2005 Teaching Secondary Physics ASE John Murray Science

Other recommended Science reading referred to in the course: these books are either all in the library. Some may be borrowed from the course tutor

Adey, P & Shayer, M

1994 Really Raising Standards: Cognitive intervention and academic achievement e

London: Routledge

Adey, P, Bliss, J, Head, J & Shayer, M

1989 Adolescent Development & School Science

London: Falmer

Assessment Reform Group

1999 Assessment for Learning – Beyond the Black Box

Cambridge

Bennett, J 2003 Teaching & Learning Science. A guide to recent research and its application

London: Continuum

Cowley, S 2010 Getting the Buggers to Behave Continuum

Driver, R 1998 Children’s ideas in Science e London: Open University Press

Driver, R 1983 The Pupil as Scientist Milton Keynes: Open University Press

Driver, R, Leach, J, Millar, R & Scott, P

1996 Young People’s Images of Science Milton Keynes: Open University Press

49

Driver, R, Squires, A, Rushworth, P & Wood-Robinson, V

1994 Making Sense of Secondary Science London: Routledge/ Falmer

Edwards, D, Scanlon, E & West D

1993 Teaching, Learning & Assessment in Science Education

London: Chapman

Harlen, W 2009 The Teaching of Science in Primary Schools

London: David Fulton

Harlen, W 2000 Teaching, Learning & Assessing Science 5-12

London: Paul Chapman

Hodson, D 1998 Teaching & Learning Science Buckingham: OU Press

Honeysett I 2006 GCSE Science London: Letts

Liversidge T et al 2009 Teaching Science: Developing as a reflective secondary teacher

Sage Publishing

Millar, R, Leach, J & Osborne, J

2000 Improving Science Education Buckingham: OU Press

Newton, L. & Rogers, L.

2001 Teaching Science with ICT London: Continuum

Ogborn, J, 1996 Explaining Science in the Classroom Buckingham: OU Press

Osborne, J & Dillon J

2010 Good Practice in Science Teaching e Buckingham: OU Press

Parkinson, J 1994 The Effective Teaching of Secondary Science

London: Longman

Parsons, R 2002 Key Stage Three Science London: Co-ordination Group Publications

Poole, M 1995 Beliefs & Values in Science Education Buckingham: OU Press

Postlethwaite, K 1993 Differentiated Science Teaching: Responding to individual differences and to special needs

Buckingham: OU Press

Ross, K, Lakin, L & Callaghan, P

2010 Teaching Secondary Science e London: David Fulton

Reiss, M. 2000 Understanding Science Lessons OU Press

Sang D & Frost R 2005 Teaching Secondary Science using ICT London: John Murray

Sang, D & Wood-Robinson, V [Ed]

2002 Teaching Secondary Scientific Enquiry London: John Murray

e Available as an e-book.

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Children Learning in Science Project (By the Centre for Studies in Science & Mathematics: Leeds)

Needham, R. 1987 Teaching Strategies for Developing Understanding in Science

Leeds

Scott, P. 1987 A Constructivist View of Teaching & Learning in Science

Leeds

Journals:

The School Science Review: Journal of the Association for Science Education

Other recommended Biology reading referred to in the course:

Damon et al 2007 Higher Level Biology: developed specifically for the IB

Pearson Baccalaureate

Indge, B, Rowland, M and Bailet, M

2008 Biology for AS Hodder Education

Parsons, P ed 2006 GCSE Biology Revision Guide Coordination Group Publications (CGP)

Potter, S 2008 AQA AS Biology Hodder Education

Ryan, L. and Fullick, A

2011 New AQA Science: GCSE Biology Student Book

Williams G 2011 Biology for You Nelson Thornes

Williams G 2011 Advanced Biology for You Nelson Thornes

Wilson W ed 1999 Teaching Biology to KS4 Hodder & Stoughton

Other recommended Chemistry reading referred to in the course:

Brown, K and Ford, M

Standard Level Chemistry: developed specifically for the IB

Pearson Baccalaureate

Clark J 2000 Calculations in AS/A2 Level Chemistry Pearson

Conoly, C & Hills, P

2008 Advanced Science Chemistry Collins

Goodwin, S & Sunley C

2006 International GCSE iGCSE Chemistry for CIE

Collins

McDuell B 1995 GCSE Chemistry for KS4 Letts

Parsons, P ed 2006 Chemistry GCSE Revision Guide Coordination Group Publications (CGP)

Ryan, L 2011 Chemistry for You Nelson Thornes

Ryan, L 20o1 Advanced Chemistry for You Nelson Thornes

Wilson W ed 1999 Teaching Chemistry to KS4 Hodder & Stoughton

51

Other recommended Physics reading referred to in the course:

Bolton W 1974 Patterns in Physics (now out of print – a beautiful book)

McGraw Hill

Brodie, D 2000 Introduction to Advanced Physics John Murray

Dobson, K, Grace, D & Lovett D

2008 Physics Harper Books

Fullick P 2000 Physics Heinemann Advanced Science

Johnson, K 2011 Physics for You Nelson Thornes

Johnson, K 2001 Advanced Physics for You Nelson Thornes

Warren, P 1988 Physics alive Hodder Education

Wilson W ed 1999 Teaching Physics to KS4 Hodder & Stoughton

If you want to look up any other Science Journals these can be accessed in the Portia pages under the Library tab, Electronic Resources. You can then type in the name of any journal. See link http://atoz.ebsco.com/titles.asp?Id=uncc&sid=206908663&TabID=2

Essential Statutory Literature

DfE 2008 Science in the National Curriculum London: HMSO

DfE 2002 Framework for Teaching Science: Years 7, 8 & 9

London: HMSO

DfE/TDA 2002 Qualifying to Teach London, TTA

Other Reading

The Guardian The Independent The Times

Education supplement every Tuesday Education section on Thursdays Educational Supplement has a Science Extra/Update a few times a year

http://atoz.ebsco.com/titles.asp?Id=uncc&sid=206908663&TabID=2

52

Indicative Websites: These websites change all the time, so some of the links may not work. I would be grateful for any amendments/additions.

www.becta.org.uk BECTa Teaching & Learning: case studies and web sites of ICT in Education

www.gtce.org.uk General Teaching Council for England: GTC for England aims to raise the status of the teaching profession, provide professional voice for teachers, listen to and work for teachers and guarantee high standards of teaching and learning

www.nc.uk.net National Curriculum Site: providing teachers with useful tools, which aid delivery of the revised National Curriculum for Schools in England

www.ngfl.gov.uk National Grid for learning: a network of selected links to good educational resources – worth looking at to investigate what is out there.

www.ofsted.org.uk Ofsted: information on the organisation, inspection process, complaints, announcement and events

www.qca.org.uk Qualifications & Curriculum Authority: QCA’s role is to maintain and develop the school curriculum and associated assessments, and to a credit and monitor qualifications in schools, colleges and at work.

http://www.dfe.gov.uk/performancetables/

Secondary School performance tables: these tables together cover all secondary schools in England. Each contains a wealth of information – on GCSE and GCE A/AS level examination results, on achievements in a number of specified vocational qualifications, and on levels of pupil absence from school. You will be able to find out more about a particular school by asking to see a copy of its prospectus. Every entry in the tables includes the school’s address and telephone number

www.standards.dfe.gov.uk

Standards site: this allows you to access to all aspects of work in schools including the National Strategy, the Literacy and Numeracy Strategy and downloadable schemes of work.

www.useyourheadteach.gov.uk

Teacher Training Agency: this gives all details about teacher training in this country. The website includes downloadable versions of the QtT standards and excellent details and examples about the skills tests. You can also book your skills tests from here.

www.tes.co.uk Times Educational Supplement: search the electronic version of the TES for articles of your choice. Read about the latest educational initiatives, surveys and reports without having to make the trip to your newsagent.

www.teachernet.gov.uk TeacherNet: TeacherNet is a government backed web portal for teachers. It is home to the ‘best educational resources the Internet has to offer’, storing them centrally and redirecting its users to help them find whatever they’re looking for, quickly and easily. Features include over 1,000 lesson plans, practice career advice and much easier access to a wealth of government documents.

http://www.becta.org.uk/

http://www.gtce.org.uk/

http://www.nc.uk.net/

http://www.ngfl.gov.uk/

http://www.ofsted.org.uk/

http://www.qca.org.uk/



http://www.standards.dfe.gov.uk/

http://www.standards.dfe.gov.uk/

http://www.useyourheadteach.gov.uk/

http://www.useyourheadteach.gov.uk/

http://www.tes.co.uk/

http://www.teachernet.gov.uk/

53

www.teacherline.org.uk TeacherLine: this is a free confidential, 24-hour support and advice service especially for teachers

www.vtc.ngfl.gov.uk Virtual Teacher Centre: providing news and support for development for school professionals

Examination Boards

www.aqa.org.uk Assessment & Qualifications Alliance (AQA) AQA Examination Board: Information about AQA’s qualifications and examination administration

www.edexcel.org.uk Edexcel: an examination and awarding body who provide a wide range of qualifications

www.ocr.org.uk Oxford Cambridge and RSA Examinations (OCR): information on the range of qualifications provided by the OCR

Useful Science Resource Sites There are huge numbers of resource sites out there on the web and it can be bewildering and time-consuming to search through them all. Here are a few to get you started.

www.ase.org.uk Association for Science Education: the main professional association which serves all teachers of science in secondary schools, primary schools, FE and beyond. This website gives full details of ASE’s publications, its activities and its philosophy. It also provides information about the journals and about membership.

www.bbc.co.uk/education/gcsebitesize/science

GCSE BBC Bitesize: as above but for Key stage 3 SATS

www.amasci.com/miscon/opphys.html

Misconception Website: there are some interesting misconceptions and fun experiments that can be accessed through this site.

www.sciencemuseum.org.uk www.ingenious.org.uk

The Science Museum: this gives up to date science ideas that you can use with pupils. There is also a linked website containing over 30000 images of science

www.nmm.ac.uk The National Maritime Museum & Greenwich Royal Observatory: this gives useful astronomy information and facts

www.nhm.ac.uk The National History Museum: this gives up to date news and information to exhibits in the museum

www.newscientist.com Useful up to date science topics are outlined here

www.sciam.com Scientific American on-line

www.gcse.com GCSE.com: this website gives some useful physics background to topics such as waves.

www.chemsoc.org The Royal Society of Chemistry: this contains some useful resources and interactive periodic tables

Professional Bodies

www.iob.org The Institute of Biology

www.rsc.org The Royal Society of Chemistry

www.iop.org The Institute of Physics

http://www.teacherline.org.uk/

http://www.vtc.ngfl.gov.uk/

http://www.aqa.org.uk/

http://www.edexcel.org.uk/

http://www.ocr.org.uk/

http://www.ase.org.uk/

http://www.bbc.co.uk/education/gcsebitesize/science

http://www.bbc.co.uk/education/gcsebitesize/science

http://www.amasci.com/miscon/opphys.html

http://www.amasci.com/miscon/opphys.html

http://www.sciencemuseum.org.uk/

http://www.sciencemuseum.org.uk/

http://www.ingenious.org.uk/

http://www.nmm.ac.uk/

http://www.nhm.ac.uk/

http://www.newscientist.com/

http://www.sciam.com/

http://www.gcse.com/

http://www.chemsoc.org/

http://www.iob.org/

http://www.rsc.org/

http://www.iop.org/

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