science subject handbook contentsd3mcbia3evjswv.cloudfront.net/files/sciencehandbook2011.pdf ·...

Science Subject Handbook Contents Page

Introduction 1

Location of Subject Study sessions 1

Your Subject Study Co-ordinator 1

Key contact details 1

Expectations 1

Module outlines 1

Moodle 1

What will I learn? 2

Structure and content of Module 1 3

Structure and content of Module 2 9

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

14

Summative Assessment 14

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

14

Details of Assignment 1 15

Details of Assignment 3 17

Formative Assessment 19

Summary of components of formative assessment 19

Directed tasks 20

Post 16 research tasks 21

Subject knowledge audit 22

Tutorials 23

Summary of subject teaching experience 24

Lesson Design and Planning 25

General principles 25

Lesson plan pro forma 27

Who will support me? 32

How will I learn? 32

Evaluation 33

How Subject Study modules are evaluated 33

Subject co-ordinator‟s summary of module evaluations 34-37

Some thoughts from last year 38-40

Resource list 41

1

Introduction Your subject study modules will run alongside your Professional Studies programme and are complementary to your School Experience. Subject study sessions for Science take place at Bourne Community College and at The Regis School in Bognor Regis. 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. Useful contacts are:

Jonathan Sargent Science Co-ordinator [email protected] 07976 361634

Melanie Hopkins Programme Administrator [email protected] 01243 812043

Ann Jones Learning Resources [email protected] 01243 812094

ICT Technician Student ICT Help Desk [email protected] 01243 816475

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

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.

mailto:[email protected]




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

2

COURSE TITLE: Science Subject Study

COURSE HOURS: 110 hours, Modules 1 and 2

USUAL DAY: Thursday/Friday

TIMES: 8.30 am – 4.30 pm

COURSE TUTOR: Jonathan Sargent (Subject Co-ordinator)

What Will I Learn?

The two science modules are designed to produce reflective, analytical and effective classroom practitioners. Module 1 focuses on the basic skills of teaching and aims to get you to a level to perform as a practicing teacher in Placement A. The second module looks at deeper and more complex issues in teaching and aims to develop your teaching to a higher level.

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 who is conversant with the theories of science education and to develop your critical awareness of the place and purpose of science in the curriculum.

The modules are designed to enable you to relate the Professional Standards for the Award of Qualified Teacher Status to the teaching of Science and consequently the structure of the modules is based on the understanding that theory informs practice and practice informs theory.

You will:

reflect on the process of why science is taught as a distinct subject within the curriculum, and to critically analyse the purpose it serves in the broader education of secondary pupils at Key Stages 3, 4 and 5;

extend your knowledge, skills and understanding of science, and recognise how the secondary science curriculum is structured. Use research findings and theoretical sources to analyse this structure

develop detailed knowledge of the essential range of teaching styles and approaches, including reasons for adopting each and their appropriate use

analyse the potential effectiveness of each in the light of different pedagogical models

gain an understanding of monitoring and assessment theory and practice, including the critical analysis of the application of assessment for learning within classroom practice

be reflective and in control of our own discourse as regards the relationship of science to various curriculum initiatives and issues

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

This M-Level course will address the Professional Standards for the award of Qualified Teacher Status as set out in „Professional Standards for Qualified Teacher Status‟ (2007). Learning Outcomes are set out in full in the Module Outlines to be found in your Programme Handbook.

3

Module 1: Developing teaching for learning

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 4:00p.m. Monday 12 September

Day 2 – Wednesday 7 September 2011

Item Task/personnel Session QTS

What happens in class? JS – and student inputs 1a All

The context for science in 2011: Children in classes – what happens and why?

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

1b/2a 3; 15

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

JS – and student inputs 2b All

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

JS & students 3a/b 1, 4

Election student rep to programme board

3b - end

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

Day 1 - Friday 2 September 2011


Welcome to the PGCE and to Bourne Community College

JS & Mrs Margaret Eva OBE, Headteacher, Bourne Community College

The science subject study module;

Times of the day;

Organisation at BCC;

Our relationship with BCC;

Professional standards;

Importance of QTS in training;

Recording QTS/file organisations

Glossary of ITT terms/acronyms

IT organisation

JS; contributions from students 1 1; 2; 3a

The context for science in 2010: The National Curriculum and the National Strategy

JS input and student research for directed task (below)

2 3; 15

The first concern of ITT, Subject Knowledge (SK): SK – self SK audit

SK self assessment using exams you have already done self and peer assessment; discussion complete SK audit

3a 14

Individual action plans JS & students 3a 14

What makes an effective teacher? Snowballing and presentation report back. 3b 3a; 6; 7;

Tutorial time/SK self and peer help Individual students/JS 3b


4

Day 3 – Thursday 8 September 2011


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

JS – Tough Love…Student discussion on classroom presence.

1a 22, 25,

Doing school science – what can a Y7 child learn?

Students – to do three Y7 practicals:

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 How do we/they know if they have learnt what we want them to? What QTS does this activity cover?

1b/2 See activity

Designing effective science lessons

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

3a 10, 15, 22, 25, 26, 29, 30, 31


Preparation for next session: Get a copy of 101 Red Hot science starter activities

Day 4 – Friday 9 September 2011


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

Introduction to the lesson plan – JS and student contributions

1a 10;14; 15; 19; 22-24

Settlers: design and share a settler activity.

JS – introduction: Paired student work: design a settler, one of pair to present to whole group. Video settler.

1a, 1b, 2a

22; 25; 26b; 27; 29

Self and peer reflection Peer feedback and assessment; WWW/EBI Re-plan settler

2a, 2b 7a, 8, 9

Starters: using your SK audit, design a starter activity.

JS – introduction: Individual student work, plan produce resources (session1) and deliver 5 minute starter to whole group (day 5). The starter MUST be from a deficit area of your SK

3a 22; 25; 26b; 27; 29


Preparation for next session: Prepare starter for Day 5 (incl resources)

5

Day 5 – Wednesday 14 September 2011

Item Task/personnel Session

QTS

Starters: using your SK audit, deliver a starter activity (max 5 mins)

Individuals to present starter to whole group; video starter. This MUST have a learning outcome you test.

1, 2a 22; 25; 26b; 27; 29

Self and peer reflection Peer feedback and assessment; WWW/EBI Re-plan starter The key message from settlers/starters – engagement, pace and learning

2b 6, 7a, 8, 9

The main activity JS – introduction: Student paired work, develop (1) a main activity (duration approx 15 -20 mins) for presentation to the whole group. Content must be from SK deficit area of one (ideally both) group members. This MUST have a learning outcome you test. This will be videoed

3a 7; 9; 22; 25; 26b; 27; 29


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 (each one differentiated and with level). For each of the three outcomes generate one appropriate learning objectives. e-mail to [email protected] by 19 September.



The main activity Present your main activity to the whole group. Top time limit 20 mins Peer and JS assessment of each presentation Video.

1-2b 7; 9; 22; 25; 26b; 27; 29

Self reflection Self assessment WWW/EBI for main activity presentation. Re-plan activity

3a 6, 7a, 8, 9

Subject Knowledge As a result of the main activity – mutual SK support.

3b 14



6


Plenaries – the tester JS – introduction: Student individual work. Using the activity developed/ delivered last week, design and deliver an 5 minute plenary. How do you know if your colleagues have learnt anything? Video.

1-2a 7; 9; 22; 25; 26b; 27; 29

Self reflection Peer feedback and assessment WWW/EBI for plenaries: Plenary Producer (JS)

2b 6, 7a, 8, 9

Report back on the peer teaching experiences days 4 to 7

WWW/EBI

2b 8, 9

Cross curricular issues – the science maths interface. (To be held at BRC)

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

3a/b 17

Directed task # 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 26 September Preparation for next session: Research differentiation; individualised learning; AfL on the web. Are these just different names for the same thing?



Special Needs Wena Bosley (SENCO @ BCC) 1a 18; 20

A brief look at questions JS to lead (Questions are the answer) 1b 19

Behaviour management – some tips JS – with student input 2a 30; 31

AfL basic skills – a practical approach – led by Hilary Elworthy, Professional Tutor, Patcham High School

Students may have heard of AfL. Many consider it the greatest driver for better teaching. Hilary will show you how to make your teaching more effective by understanding what children know and then modifying what you do.

2b/3a 8, 9, 10, 22 25, 26a/b; 27; 28

Preparation for School A Reflection on activities for 27-29 September. What are you looking for?

3a


Preparation for next session: Use Hilary‟s input to help you think about and plan the activity in the next session.


7



Preparation and delivery of whole lesson teaching materials

Choose one piece of SK and deliver the pre-prepared 12 minute (max) topic, ideally including a demonstration so that you can teach the whole group this piece of subject knowledge. This lesson will be videoed and will be de-constructed by the whole group. The lesson is for PGCE students – not schoolchildren. You should present the material in the most practical and engaging way. You should produce written notes on the content and quite possibly worksheets to accompany it. You will be assessed by the whole group on:

Engagement

Clarity of explanation of the content

Quality of written support notes

Quality of accompanying worksheets

Quality of demonstration You should use whatever book resources that are available in the library at BCC

1-3 10; 14; 25; 26b; 28; 30;

Self and peer reflection WWW/EBI for micro-teaching 29


In school A - Monday 26 – Wednesday 28 September 2011

Item Task/personnel QTS

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

What did the children learn?

How did they learn it?

How was it made engaging?

How do the children know they have learnt?

Directed task 6 or 7 Produce a short (max 1000 words) report on what you learnt from today’s experience; how has it made you a better teacher?

7a; 10;

Directed task # 6 or # 7: Ensure that you have developed at least five specific, well defined strategies to promote good behaviour and a purposeful class environment within science lessons 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 26 October


8



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

Student to research one of the topics and present paper/demonstration to rest of the group. Video Peer review Directed task #4 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?

1-2b 10;

Preparation for School A Keeping files – JS

3a

Evaluation module 1 Students

3b

Tutorial time/SK self and peer help

Individual students/JS 3b

Complete the directed task for end of Friday 30 September

Day 11 – Friday 7 October 2011


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

OfSTED & ITT

What is a good lesson?

What is a good trainee?

Joint summative report.

JS Using the OfSTED criteria for ITT in lessons and for summative (as well as formative) assessment

1a all

Preparation for assignment 1 JS 1b

Evaluation module 1 Students

2a

Completion directed tasks # 6 or 7. e-mail to J Sargent by 21 October.

Students 2b/3

10, 17, 26a

Lesson planning in pairs with JS support

Students 2b/3

22, 23

Completion of SK action plan and implementation

Students 2b/3

14

9

Module 2: Developing better teaching for more effective learning N.B. This module is subject to possible alteration depending on student need/demand.

Day 1- Wednesday 11 January 2012


Admin/Individual study References

Evaluation school A

QTS – good practice guide

Feedback on assignment 1

Update PDP files and QTS

Subject knowledge audit.

Individual time with JS if needed

Share resources/ideas from school A

1 7; 9

Primary experience Students should reflect upon their primary experience and offer a 3 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 pick up one major theme for your report, for example continuity, transfer, assessment strategies and show how the issue is dealt with between primary and secondary phase.

1b 6; 18

Job Applications JS to lead session We will discuss the general principles of application and look at application forms, specific posts and letters of support

2a 3

Job applications/interviews A headteacher will be available for questioning about what she expects from applications and at interview.

2b 3

Introduction to afternoon Biology and Chemistry SK sessions Student SK Triads

Student triads; to use SK audit to form coach/learner triads for afternoon sessions 3a Student triads

3 14; 15; 32

Tutorial time

Individual students/JS 3:00 on

10

Resources from the Royal Society of Chemistry

Adam Hunt from the RSC will share some of the resources available for teachers

2b 14

Student SK Triads

Student triads 3a/b 14; 15; 32

Resource sharing Students will have an opportunity to share e and paper resources

3b 22

Day 2 – Thursday 12 January 2012


Tutorial time/ Individual study

As needed: individual students/JS Update PDP files Prof standards, Subject knowledge audit. Individual time with JS if needed

1a

Earth Science Subject Knowledge Day Earth Science Education Unit (ESEU) Keel University will run workshops all day on KS3 and KS4 subject knowledge. Facilitator Paul Grant

1b, 2, 3 14, 15, 32

Tutorial time

Individual students/JS 3b

Day 3 - Friday 13 January 2012


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

1a/b 22, 23, 24, 29

The RSPCA and support for teachers Amy Beale – Education Officer for the RSPCA will share some of the resources available for teachers

1b/2a 14, 21a

Health & safety Ralph Whitcher; Chair of ASE Safeguards in Science Committee, former chief Health and Safety adviser for WSCC (and a former teacher) will present a session on H&S issues

2b 21a

11

Day 4 – Thursday 19 January 2012


Using a local resource. We are very fortunate in having the South Downs Planetarium on our doorstep. We will spend the mornings 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 9.30.

All morning

14, 15

Planning for individual tasks for 20 January

Students to prepare for the presentation task on 24 January 2012

3a/b 10; 14; 15

Student SK Triads

Student triads 3a/b 14; 15; 32

Tutorial time

Individual students/JS

Preparation for next session: Students to prepare for the presentation task on Friday 20 January 2012

Day 5 – Friday 20 January 2012


Subject Knowledge demonstrations Students will prepare (1 hour) and present (individually) a 10-15 minute snippet of useful SK to peers. This will be both for peer assessment and videoing. If necessary this will go into the afternoon

1 & 2 14

Student SK Triads Student triads

3a 14; 15; 32

Tutorial time Individual students/JS

3b

Preparation for next session: Research Science attainment target 1; what is it; what does it mean; how can you teach skills?

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

12

Day 6 – Friday 27 January 2012 – slightly delayed start


The Placement B phenomenon and a review of placement B

JS to lead session

1b

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.

2a/b 11,14, 15, 22, 25


3a

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 achieve higher order learning in students

2.30 – 4.00

22, 24, 26b,

Preparation for next session: Reflect back to Hilary‟s last session in module 1; what did you use in placement A and what did you develop yourself?

Day 7 – Thursday 2 February 2012


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.

1a

Health & safety Ralph Whitcher; Chair of ASE Safeguards in Science Committee, former chief Health and Safety adviser for WSCC (and a former teacher) will present a session on H&S issues

1b 21a

AfL advanced skills – a practical approach – led by Hilary Elworthy, Patcham High School

Students should reflect back to the session covered in module 1. Hilary will develop that and the theoretical model of AfL into a practical laboratory context. She will also introduce the notion of „learning conversations‟

2 26a; 26b; 27; 28

Assignment 3 Introduction and discussion/reflection on Assignment 3.

3a 8


3b

13

Day 8 – Friday 4 February 2012


Subject Knowledge demonstrations (II) Students will prepare (1 hour) and present (individually) a 10-15 minute snippet of useful SK to peers. This will be both for peer assessment and videoing. If necessary this will go into the afternoon

1 & 2 14

Evaluation of module 2 and the subject input to the course

Students to complete module 2 evaluations and then discuss the strengths and weaknesses of the module.

3a 7a


3b

14

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 graded at least “Satisfactory” (grade 3)

Professional Studies - Module 2


20 M level credits

Subject Study - Module 2


20 M level credits

School Experience „B‟ Joint Summative Report graded at least “Satisfactory” (grade 3) TDA Skills Tests (Numeracy, Literacy, ICT) Completion of Standards Tracking Document

15

Module One Assignment 1 (4,000 words or equivalent) This involves selection, analysis, trialling and evaluation [in School A] of a set of science activities which you have delivered. The assignment should start with critical analysis of the place of science within the curriculum. This should include a clear argument which draws upon evidence provided by recent literature, research, surveys and reports. Several science activities/lessons will be critically appraised, with justification, lesson contexts, indicating challenges and simplifications and other differentiation and inclusion strategies. Again you will draw on evidence from a range of sources in order to justify your appraisal. There will be a specific focus upon you as a reflective practitioner, with clear links between „even better if‟ from one lesson to effective improvements in subsequent lesson(s). You should clearly show how the activities/lessons have resulted in the achievement of learning outcomes and of real, evidenced pupil progress. Throughout the assignment you must make use of sources drawn from educational literature, reports, surveys and case studies, in order to present a critical analysis of the activities selected. Assessment Criteria In addition to the general criteria, which can be found in the Programme handbook, you will be expected to demonstrate:

A critical awareness of the place of science in the school curriculum based on readings of research literature

A systematic understanding and evaluation of the delivery of science and its place in the school curriculum supported by action research/observation on school experience

A clear structure with a fluent developmental argument

An appropriate academic writing style; Standard English; Harvard style referencing; originality and flair. (See also assignment writing guidelines in the Programme handbook)

NOTE: specific reference to the Standards is required

16

Examples of relevant standards are indicated

Rationale for selection of activities Q26 Q25b, Q10.

Location of the most suitable placement of activities within the science curriculum, with justification and annotation regarding the school‟s planning and the National Curriculum

Q14.

Quality of lesson plans within which activities are integrated Q18, Q10

Appropriateness of annotation on examples of pupils‟ work arising from these lessons

Q12, Q19, Q26, Q27, Q28.

Evidence of effective evaluation of the activities it terms of how learning objectives related to learning outcomes

Q26, Q27.

Evidence that evaluation has led to adaptations in future planning Q18, Q27,

Evidence that at least one of the activities has been used as a basis for personal science exploration or enquiry, extending or broadening the student's own science

Q14

Critical reflection upon the relationship between the above elements of the assignment

Q9

Submission date: Thursday 15 December 2011 by 12.00 noon

17

Module Two Assignment 3 (4,000 words or equivalent) A critical exploration of a Scheme of Work, and its deficiencies. During School B, you will select a Unit or Scheme of Work – you do not need to have created this, but you will need to have taught it or contributed to its teaching sufficiently to gather the necessary evidence for your critical review of it. 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 the reading 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 a 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 took place / will take place; - science 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

18

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 GCSE syllabus

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.

Specific 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.

Explicit and embedded reference to the ways in which the assignment meets the Professional Standards for the Award of Qualified Teacher Status (2007)

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 11 June 2012 before 4.00 p.m.

19

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. Monitoring and Assessment Evidence Index You will be required to refer to subject specific evidence as detailed. This will contribute to your ability to complete your standards tracking document. 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

20

Directed Tasks

The next five tasks:

1 Produce a 500 word review of the KS3 science national curriculum and e-mail to [email protected] by 4.00 on 12 September.

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 19 September

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 26 September. Limit 750 words.

4

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? e-mail to [email protected] by 30 September. Limit 750 words.

5 An appropriate individual task agreed with subject leader

At least one of the following

6

Ensure that you have developed 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 28 October. Limit 750 words.

7 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 28 October. Limit 750 words.

8 A further appropriate individual task agreed with subject leader







21

Post 16 Experience and Research Rationale: In order to be effective practitioners at 6th Form/Post-16 level (as with KS 3 & 4), Science 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 Science teaching and discussion with teaching staff as well as an investigation into and critique of resources and approaches to teaching Science 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 Science 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 your 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 Science 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 Science

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 Science 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.

22

Subject Knowledge Audit At the beginning of the course, you will complete a Subject Knowledge Audit. Through this process you will identify areas for development. You will build up your 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 in 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 Standards for the Award of Qualified Teacher Status (2007). The science subject knowledge audit is designed to: 1. Enable you to audit your achievement of the science knowledge standards

currently required nationally [by DfE & TDA]; 2. 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 The audit will also assist you in familiarising yourself with the formal examination syllabus 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.

There are three separate Audits for Science 16-19, one each for Biology, Chemistry and Physics. You will be advised by your tutor which, if any of these will apply to you.

23

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.

24

PGCE SECONDARY SCIENCE SUMMARY OF SCIENCE TEACHING EXPERIENCE FOR 2011/12

NAME: ………………………………………………………………....Assessment Option……………………………………………………

Experience of

Teaching at KS3

Experience of

Teaching at KS4

Experience of Teaching at 16+

and completion of directed tasks

Experience of Teaching using SC1

Experience of

Teaching using SC2



Experience of Teaching using ICT

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

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

25

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 a 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 … amplify … reorganise …

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 … structure … represent …

26

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 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 aims and experiences, but your job is to specify the learning outcomes that will demonstrate some headway towards such aims and experiences.

27

Chichester Science PGCE Lesson Plan

KSClick here to enter no. Click here to enter physics, chemistry or biology.: Click here to enter topic.

Lesson No.: Click here to enter lesson name.

Class Date Time Location Co-teacher

Click here to enter class Click here to enter date. Lesson Enter no. – Enter time. Room Click here to enter no. Click here to enter name.

Lesson Objectives: Learning Outcomes: At the end of this lesson I will be able to…

All Click here to enter objective. All Click here to enter outcome.

Most Click here to enter objective. Most Click here to enter outcome.

Some Click here to enter objective. Some Click here to enter outcome.

Keywords Click here to enter key words.

Teaching Sequence

Time STARTER

What I’m doing

What they’re doing

Resources

How do I know they have learnt? How do they know they have learnt?

Time Main activity (1)

What I’m doing to achieve the outcomes

What they’re doing to achieve the outcomes

Resources

28

How do I know they have learnt? How do they know they have learnt?

Time Main activity (2)

What I’m doing to achieve the outcomes

What they’re doing to achieve the outcomes

Resources

Time Plenary

How do I know they have learnt?

How do they know they have learnt?

Resources

Resources Click here to enter resources.

Links Click here to enter useful website links.

Pupils in Need of Differentiation

Mixed ability

Special Educational Needs

English as an Additional Language

Disabled

Differentiated Materials &

Click here to enter text.

29

Approaches

Assessment for Learning

Explanations focussed on learning Target setting

Sharing learning objectives Modelling

Questioning Feedback

Peer assessment Self assessment

Drilling Shared marking criteria

Health & Safety Risks

Click here to enter health and safety risks. Lesson plan checked? Yes/no

QTS ? How was this standard met?

? How was this standard met?

? How was this standard met?

What went well: Even better if:

Click here to enter text.

30

Stems

Learning Objectives When planning lessons you may find the following useful as stems for Learning Objectives: „By the end of this lesson you will be able to:‟ know that (for knowledge, factual information, names of people, places, formulae,

symbols etc)

understand how/why (for understanding of concepts, reasons, effects, processes, principles)

develop/be able to (for skills – using knowledge, applying techniques, analysing information etc)

develop/be aware of (for attitudes and values, empathy, caring, sensitivity towards social/moral issues)

explore/find strategies for: (creating, designing, hypothesising, exploring alternatives)

An alternative is to phrase objectives in terms of the stem ‘We are learning to…’ (WALT) which provides consistency. Learning Outcomes Remember firstly you have to decide what you want the pupils to learn!

You need to tell them what you expect from them as a high-quality outcome of the lesson. Have you explained the outcomes clearly? You may find it useful to use the following stems:

What I am looking for: is for you to explain your conclusion in three paragraphs. The first will describe the pattern you found in your results; the second will explain the pattern using some of the scientific ideas we have talked about and the third will state the hypothesis you tested and whether it is supported by your evidence.

What I expect from everyone is: a description of the ways in which solids change to liquids and to gas. You should follow the stages through from the start. A good description would include the words: „particle, heat energy, movement‟.

For top marks you will need to accurately plot all the data on the graph, your axes will have to be labelled and your graph must have a title and fill the page. Your data points should be joined with a line of best fit and you should identify any anomalous results.

31

To be successful your group will have discussed the reasons why seagulls gather in the playground during and after break; you will have made a link between their behaviour and adaptation to the environment; you will have designed a way of collecting data to support your reason(s) and you will be able to give feedback to the rest of the class in 20 minutes.

Questioning stems

Key points

The obvious stems are the journalists questions: „How… What…. When…. Where…. Why…. Describe…. Who….‟ etc.

Don‟t forget wait time

Don‟t fall into a questioning pattern

Remember peer and teacher evaluation of answers

Drill down (not always the same pupil)

Make your lesson a no-hiding place

Make the students work.

Open and closed questions have their place

Use Blooms taxonomy for questioning – it provides a questioning hierarchy to allow for differentiation.

32

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.

How will I learn? Jonathan will introduce theoretical sessions, which will lead to discussions, collaborative planning activities, differentiated and individualised practical tasks and presentations. During Module 2, there will be an emphasis on sharing experience, more external presenters as well as an increased focus on critical analysis of practice, reflection and evaluation. You will be expected to take responsibility for your own learning and to demonstrate originality and determination in tackling and solving problems. At different points in the course, each student will:

Prepare and present a settler activity

Prepare and present a starter activity

Prepare and present a main activity

Prepare and present a key pedagogic issue

Participate in a videoed micro-teaching exercises

Teach subject knowledge to fellow students

Partake in supportive critical peer review and evaluation

33

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.

34

STUDENT EVALUATION MODULE 1 SCIENCE 18 returns/ 18 students

Programme Secondary PGCE

Module Title Science Module 1

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

Yes No

Begin the process of reflecting on why science is taught as a distinct subject within the curriculum, and to critically analyse the purpose it serves in the broader education of secondary pupils at Key Stages 3, 4 and 5.

18

Extend their knowledge, skills and understanding of science, and recognise how the secondary science curriculum is structured. Use research findings and theoretical sources to analyse this structure.

18

Have developed detailed knowledge of the essential range of teaching styles and approaches, including reasons for adopting each and their appropriate use. Analyse the potential effectiveness of each in the light of different pedagogical models.

18

Gain an initial understanding of monitoring and assessment theory and practice, including the critical analysis of the application of assessment for learning within classroom practice.

18

Use appropriate research to, prepare themselves and plan both the component parts and whole lessons; use video to analyse and develop teaching performances series of science lessons and defend their plans. The plans should include effective differentiation in order to allow appropriate access and challenge for all pupils..

18

Be reflective and in control of their own discourse as regards the relationship of their subject specialism to various curriculum initiatives and issues, e.g. Citizenship, Inclusion, Anti-racism/Multiculturalism, Anti-sexism/Gender.

18

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

Comments

Yes: 18

No Enthusiasm of tutor 3 Micro teaching/videoing 4 Variety of teaching styles 3 Useful/relevant/engaging 6 Logical approach 2

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

Yes 18

No

35

For the following 2 sections, the 1-4 scale has been used as indicated in evaluating the resources available and students‟ own contributions to the module:

1 very good 2 good 3 satisfactory 4 poor

1 2 3 4

Rooms 13 5

Learning Resources Centre 2 4 7 1

Access to Portia 3 2 12 1

Attendance 16 3

Preparation for and follow-up to sessions 13 5

Active participation in sessions 13 5

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

Yes No Comment

Every Child Matters 18

Personalised Learning 18

Diversity 17 1

7. What are the strengths of this module?

Variety of approach 3 External speakers 3 Support/enthusiasm of staff 12 Learning as a focus 4 Using video 2 Practical help for use in classroom 5 Based in a school 3

EBI: Use Bourne more as a school – observe more lessons.

36

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

37

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?

38

Some thoughts from some of the cohort of 2010/11 This time last year, I hadn‟t even applied for the PGCE and now I have made it through to the end! It‟s been a long year. I knew that when I started this year that it was going to be hard. I am sure that you anticipate that this is going to be tough! But…….until you actually get stuck in, you will not truly appreciate how difficult and challenging it will be! Teachers have so much to do and have man responsibilities. HOWEVER! I can honestly say that it is totally worth it – my hard work has paid off and it will for you too. Tips for survival:

Organisation is key: start as you mean to go on

Keep on top of paper work - all will be revealed I am sure…

Deal with professional studies – if you moan no one will listen – it’s just got to be done so enjoy it!

Get a thick skin/armour! You will be criticised from the word go so try and always take the positives

no matter how small they may be!

Steal everything – resources etc…make them your own!

Most importantly of all: listen to Jonathan! He is brilliant at what he does so you‟d be wise to learn from him. He never lets up on emails but it‟s very useful to know that he is only on the other end of an email. This will be both the best and worst year of your life! (Until you get to NQT of course….!) Work hard and you‟ll be laughing this time next year!

Andrea This has, without doubt been the hardest nine months of my life, I have had incredible highs and lows (sometimes even in the same day!!) but it has all been worth it. Some days you will feel like you are just sinking under the weight of all that you need to do, whilst others just seem like everything you do is perfect. In the beginning it will literally take hours to plan just one lesson, but please don’t let this put you off, battle through because it does get easier. I am sure you won’t believe it at the time (I certainly didn’t) but it really does. Don’t re-invent the wheel, one thing it took me a long time to accept and realise is that you don’t get marked on how pretty your PowerPoint is, it is ALL about the student learning, nothing more and nothing less. Use resources you are given and steal everything else. TES resources will become your new best friend and is a great place to get ideas. A key thing to remember is to keep up to date with all of your paperwork, if you can get into a routine of doing everything outstanding each day then you will save yourself a lot of time and stress at a later date. There is a lot but it needs to be done, and start your assignments early it takes so much panic and stress away. It is not a nice thing to say but I will say it anyway, be prepared to lose most of your life outside of school, at the very least until Christmas and possibly beyond. You will be working until midnight (or later) and getting up with the birds to carry on but remember it is only nine months!! Make sure you use any spare time at school wisely, whether it is to plan lessons or complete DIDLEs (Jonathan will tell you about those later), any time you can save yourself at school will give you some breathing room. Try to keep an hour for yourself though (to watch TV, read a book or cuddle with your partner, whatever) it won’t be easy to find the time but you do need to try. If you are having a really low day, talk to your colleagues at school, talk to your fellow PGCE student’s chances are they have either gone through or are going through the same thing, and if all else fails talk to Jonathan. He is the most supportive, helpful and kind person you are ever likely to meet. I truly hope to stay in contact with him in the years to come. He will always respond to questions you have within a couple of hours and is interested in you as a person not just as a teacher. I genuinely cannot speak highly enough of him. They are the best pointers I have and it just leaves me to say despite all the pain, stress, anger and at times tears. It really, truly is all worth it. The first time you see that you have raised a student’s grade, or the first time the whole class ‘gets it’ you will feel on top of the world. There is nothing better than to hear a student telling you that you are their favourite teacher, believe me it really never gets old!! All that leaves me to do is wish you Good luck, and please remember YOU CAN DO IT!!

Phil

Everyone warns you that the PGCE will be one of the hardest years of your life and while it’s true that there is a

lot of work and it is both physically and emotionally draining, it is all achievable. Stay on top of your work as if

you let things slip you will never catch up again, rely on Jonathan and listen to everything he has to say, don’t

be too sensitive to criticism from your mentor or the kids (if you could teach an outstanding lesson already then

you wouldn’t need to be on the course!), if you find you are struggling, speak to Jonathan or the others on the

39

course as they are probably feeling the same way and remember your successes and not just obsess over the

lessons that go wrong! Professional studies is something to get through, subject study days are something to

look forward to and your school placements are where you really learn how to teach.

I met some great kids and built up some really good relationships with them and although there were lessons I

dreaded they were never as bad as I thought! I have really enjoyed this year and even though it has put a lot of

stress on me and my family it really has been worth it!

Good luck and keep smiling!

Debbie

Before even embarking on the training and journey to become a teacher, I would strongly

recommend spending time to consider whether you really have a passion for teaching and working

with young people. The reason being, that when you experience the most challenging times and low moments on the course, it will guide you through to the high points. Across the two placements there

will be many highs and lows, but the highs will be some of the most rewarding times you can possibly experience in a career. Persevering until you reach a breakthrough with a class or an individual will

make all the hard work worth it, which sounds overly sentimental but it is definitely one of the bonuses of embarking on this career.

One of the main skills that I had to develop in the first stage of the course was time management and

organisation. When there simply aren’t enough hours in the day the colleagues you meet on placements and on the course are fantastic resources for help and support, so don’t panic. You will

quickly learn what has to be done, what could be done ideally and what can wait until another day. Prioritising your workload is a must to be able to allow little breaks for yourself.

Throughout the course you will be given fantastic advice from speakers at university who are

experienced and were once in your shoes, so those sessions will be invaluable to you. Taking on advice and other people’s experience to help you progress along the way is what this course is all

about. You are not expected to be an expert at the start, but you will be an outstanding teacher… eventually.

Coralie

Imagine you are in a tunnel. Its pitch black and you cannot see a thing. You think back and you can only vaguely remember what ever idealistic reason you told yourself for starting this journey. Although you cannot see anything and nothing terrible has happened, you have a huge sense , at all times, that something really bad is about to happen. This has been going on for so long that you are exhausted but you know if you stop you won‟t be able to start again. The thought of stopping springs to mind but you wonder if you are halfway through now and if maybe the rest will be easier. Suddenly without warning……………..you‟re done. The tunnel ends and everyone is standing around telling you how well you did. People tell you that they never had any doubts about your abilities. You suddenly realise that it had all been in your head. Yes, it was difficult. Yes, you were tired. Yes, there were days you had no motivation. But, there was also great days, days you proved yourself, days you thanked God* that you had a fun and interesting job. You realise that you have challenged yourself and you know now after all the observations, and forms that you know you are a teacher. You deserve to call yourself a teacher and you will be so proud of yourself.

Keep trying to get better every day.

Learn from mistakes and then forget about them

Have your printing ready two days ahead of your lessons, this will save you

soooooooo much stress

Plan your lessons 48 hours ahead, teachers won’t read them, but they will appreciate

it.

Don’t make all your own resources, you are not graded on them, just your teaching.

Do take advice on board, if people don’t ask for advice go ask them questions. There

are no stupid questions.

40

*Although God is mentioned, it should be noted that there is no particular deity in

mind and it is worth remembering that as yet science has not been able to prove the

existence of any supernatural all-knowing being.

Daniel First of all, relax! The key thing for me throughout this course has been, remember to smile. The PGCE is a challenge, it is hard, but it is far from impossible. You will feel like you are cramming your brain full of stuff, and it can‟t possibly take anymore... but it can. In the first couple of weeks the paper work seems insurmountable, but you find yourself making progress step by step. There is such a need for planning for future events, sometimes you forget to live in the present. You forget to enjoy the moment, don‟t forget to enjoy the huge range of characters that you are privileged to stand in front of. Plan your lessons, but be ready to change them at the last minute, and put the lesson plans straight in your teaching file after the lesson lest they be lost forever! The work load is quite high, use the support network available, and keep in contact with your PGCE comrades, you are all in this together. For me the PGCE has helped me develop in many ways. It has helped me to organise my time and thoughts, it has helped me to develop the confidence to stand up in front of a crowd and share my thoughts, thats something I never thought I would achieve but the PGCE got me there. It also helped me get into an amazing work place full of hard working, dedicated and fun people. I may be biased but I‟m pretty sure the science department is the best department there is! You will make mistakes, and some lessons will fall on their face, but keep turning up and keep in mind your ultimate goal and your science chums will support you all the way. Good luck!

Elisa

Your friends might not understand what you are going through so warn them in advance that you will be busy, and that holidays don't just mean dossing around - the school will probably take over your life. Be prepared to change as person - it is a big experience and it will affect you in a positive way hopefully. Make the most of your free periods - don't just sit and plan, help out other teachers as a TA, get to know lab techs,try out new experiments, observe lessons in other departments (I recommend tech classes), let yourself be absorbed by school life, take up a lunch time or after school club (but not too many things). Befriend other trainees - you never know when you might need a sympathetic shoulder and they will understand what you are going through no matter how alone you think you are! You may well have nightmares about your classes so make sure you try and allow time to switch off before bed time. Evaluate your lessons (WWW EBI) and annotate your lesson plans - do this straight after the lessons it doesn't have to take longer than 10 mins. Listen to Jonathan. Get everything printed/photocopied/saved onto USB pen/good to go the night before - do not rely on the morning when photocopier will be packed with teachers needing stuff last minute. It will also help you sleep better knowing it is done! Exercise as it is a good stress relief! Work hard during the week so you can have at least one day of the weekend off. Enjoy it - just go with the flow – sometimes it will be so bad you feel like the most worthless useless person ever, sometimes will be so so good you will literally feel like you are walking on air. Embrace the experience and believe it or not it does get easier and somehow, you do turn into a 'real teacher' before you even realise it! School life is never boring and the year will wizz by.

Sophie

41

Resources

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

Routledge

Ireson G & Twidle J

Achieving QTS Reflective Reader: Secondary Science

Learning matters

Wood-Robinson V

2006 ASE Guide to Secondary Science Education

ASE

Other recommended 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

London: Routledge

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

1989 Adolescent Development & School Science

London: Falmer

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

London: Continuum

Driver, R 1998 Children‟s ideas in Science 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

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

Hill, G 2000 GCSE Science London: Letts

Harlen, W 2000 The Teaching of Science in Primary Schools

London: David Fulton

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

London: Paul Chapman

42

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

Horto, T 1988 Physics for Science Teachers Milton Keynes: OU Press

Kempa, R 1986 Assessment in Science Cambridge: Cambridge University Press

Levinson, R [Ed] 1994 Teaching Science London: Routledge

Millar, R, Leach, J & Osborne, J

2000 Improving Science Education Buckingham: OU Press

Monk, M. & Osborne, J.

2000 Good Practice in Science Teaching Buckingham: OU Press

Newton, L. & Rogers, L.

2001 Teaching Science with ICT London: Continuum

Osborne, J, Kress, G, Martins, I & McGillicuddy, K.

1996 Explaining Science in the Classroom 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

2000 Teaching Secondary Science London: David Fulton

Reiss, M. 2000 Understanding Science Lessons OU Press

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

2002 Teaching Secondary Scientific Enquiry London: John Murray

Children Learning in Science Project (all produced by the Centre for Studies in Science & mathematics: Leeds)

Bell, B 1984 Aspects of Secondary Students‟ Understanding of Plant Nutrition: Summary Report

Leeds

Brook, A & Driver, R

1984 Aspects of Secondary Students‟ Understanding of Energy: Summary Report

Leeds

Holding, B. 1985 Aspects of Secondary Students‟ Understanding of Elementary Ideas in Chemistry: Summary Report

Leeds

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

Leeds

43

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

Leeds

Journals:

Education in chemistry London: Royal Institute of Chemistry

Journal of Biological Education London: Institute of Biology

Physics Education London: Institute of Physics

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

Essential Statutory Literature

DCSF 2006 Science in the National Curriculum London: HMSO

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

London: HMSO

DCSF/TDA 2002 Qualifying to Teach London, TTA

Other Reading

Cowley, S 2001 Getting the Buggers to Behave London: Continuum

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

Indicative Websites:

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

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/

44

maintain and develop the school curriculum and associated assessments, and to a credit and monitor qualifications in schools, colleges and at work.

http://www.dfes.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.dfes.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.

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.



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

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

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

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

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

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

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/

45

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.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/

science subject handbook contentsd3mcbia3evjswv.cloudfront.net/files/sciencehandbook2011.pdf ·...

Documents