Você está na página 1de 4


Secondary Chemistry Subject Knowledge and Pedagogy EDUM039 MODULE CONVENER 1 12 2 12 3 12

CREDIT VALUE Lindsay Hetherington Number Students Taking Module (anticipated)



DESCRIPTION summary of the module content (100 words) Chemistry is a rigorous, practical and creative subject. It is a popular choice in secondary schools due to its inherently interesting subject content and practical relevance to problem solving in real world activities such as medicine, environmental sustainability, industrial development and sports science. In this module you will examine approaches to the teaching of chemistry from Key Stages 3 - 5. You will also learn about generic aspects of teaching and learning secondary science, and about approaches used to teach all areas of science (including physics and biology) to 11- 14 year old pupils. To take this module, you will normally need to possess a good degree in chemistry or in a related subject which has a strong chemistry element, and an A-level in chemistry. Ideally you will also possess an A level in at least one other science subject. MODULE AIMS intentions of the module The principal aims of the module are to: enable you to gain a comprehensive understanding of the background theory, issues and practice relating to current teaching of science in the secondary curriculum, with particular reference to the teaching of chemistry; support you to meet the Standards required for the award of Qualified Teacher Status and thus be in a very good position to gain employment as a science teacher able to specialize in chemistry; and nurture your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in your subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and curriculum theory. INTENDED LEARNING OUTCOMES (ILOs) (see assessment section below for how ILOs will be assessed) On successful completion of this module you should be able to: Module Specific Skills and Knowledge: 1 identify and evaluate educational concepts and issues related to the teaching of science, with particular reference to chemistry, and engage in critical debate about current educational issues in the teaching of these subjects drawing on evidence from theory, research and practice; 2 recognise pupils learning needs in science, with particular reference to chemistry, and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work; 3 demonstrate confident academic and pedagogic subject knowledge to teach science to Key Stage 3 and chemistry to Key Stage 4 and beyond; 4 demonstrate secure understanding of the statutory requirements for teaching science; Discipline Specific Skills and Knowledge: 5 critically evaluate the relevance of educational theory to practice; 6 synthesise relevant educational literature in support of an argument; 7 use appropriate technologies for data handling and writing in education; 8 present data and findings in a form appropriate in educational studies; 9 use research data in support of an argument in education; Personal and Key Transferable/ Employment Skills and Knowledge: 10 manage your own learning development; 11 learn effectively and be aware of your own learning strategies; 12 express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes; 13 work productively in different kinds of teams (formal, informal, project based, committee based etc); and 14 think creatively about the main features of a given problem and develop strategies for its resolution.

SYLLABUS PLAN summary of the structure and academic content of the module The module introduces students to current thinking in the teaching of science, with particular reference to chemistry, and develops students pedagogic and academic subject knowledge in the field of science education. Key elements of the module include: Science Lecture Programme: lectures to cover the theoretical basis of science education, including an introduction to current ideas on the development of science teachers professional thinking and practice. Main Subject Chemistry Course: a series of lectures, seminars and practical classes to address the range of practice in current chemistry teaching at KS4 and post-16 level. National Curriculum Physics and Biology Courses: a series of lectures, seminars and practical classes to develop practice in physics and biology teaching at KS3 and to develop students own subject knowledge in these subjects. Subject Support Teaching (Chemistry): a series of sessions in which students teach specialist aspects of degree level biology to their peers followed by tutorial review to encourage the development of reflective analysis. Peer Teaching: teaching sessions in which students use the University of Exeter Model of Initial Teacher Education to develop their skills of reflective practice followed by tutorial review and feedback. Science Pedagogy Workshops: a series of practical workshops introducing a range of pedagogical approaches to the teaching and learning of science at KS3 KS5. Seminar Days: Five days when students return to the university to share school-based work experiences and develop the links between theoretical and practical aspects of teaching Science and Physics. Fieldwork: a day learning about ecology and geology on a local rocky shore. On the Secondary PGCE, you will learn and reflect on the skills and knowledge required by the programmes creditbearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your 24 weeks of applied professional experience in schools.

LEARNING AND TEACHING LEARNING ACTIVITIES AND TEACHING METHODS (given in hours of study time) Scheduled Learning & 85 Guided independent 215 Placement/study Teaching activities study abroad DETAILS OF LEARNING ACTIVITIES AND TEACHING METHODS Category Hours of study time Scheduled Learning & Teaching 15 activities Scheduled Learning & Teaching 52 activities

Scheduled Learning & Teaching activities


Description Lectures Science Lecture Programme Practical classes and workshops: Main Subject Chemistry Course National Curriculum Physics and Biology Courses Peer Teaching and Subject Support Groups Science Pedagogy workshops Seminar Days

Scheduled Learning & Teaching activities Scheduled Learning & Teaching activities Guided independent study


Fieldwork Tutorials with academic tutor Independent Study

FORMATIVE ASSESSMENT - for feedback and development purposes; does not count towards module grade Form of Assessment Size of the assessment ILOs assessed Feedback method e.g. duration/length Set exercise: Written subject 3 hour task 3, 4, 10, 11 Verbal (tutorial) and knowledge audit written action plans. Set exercise: short written notes on a 6 hours 2, 3, 10 Verbal (tutorial) range of tasks e.g. reflections on peer teaching episodes Written notes about 2 week school 2 weeks in schools prior 1, 2, 5, 13 Verbal (tutorial) and induction period to beginning course written Written assignment related to 1,500 words 1, 3, 4, 5, 6, 7, 8, Written feedback literature 9, 12 SUMMATIVE ASSESSMENT (% of credit) Coursework 100 Written exams Practical exams DETAILS OF SUMMATIVE ASSESSMENT Form of Assessment % of Size of the assessment e.g. credit duration/length Essay 100 6,000 words DETAILS OF RE-ASSESSMENT (where required by referral or deferral) Original form of Form of re-assessment assessment Written assignment Resubmission of essay (6,000 words) ILOs assessed 1, 3, 4-7, 9. ILOs re-assessed 1, 3, 4-7, 9, 12. Feedback method Written and verbal. Time scale for reassessment See notes below.

RE-ASSESSMENT NOTES If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed. You can choose to resubmit a failed assignment in year (i.e. before the final Exam Board in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the Exam Board with the fail mark. You will then be referred to the Consequences Board who will confirm the conditions for st resubmission of the work. Normally the resubmission should be by 1 September. You should discuss these options with your tutor Note: if you choose the second option, the award of PGCE will be delayed until the Exam Board following any successful resubmission (normally held in December). In the case of the assignment for the Education and Professional Studies module, there may not be time to mark a resubmitted assignment before the end of the programme; this will mean that the award of PGCE will be delayed until the first Examination Board after July (this is normally held in December). If an assignment is deemed to be a Fail by the Exam Board, the mark obtained on resubmission will be capped at 50%.

RESOURCES INDICATIVE LEARNING RESOURCES - The following list is offered as an indication of the type & level of information that

you are expected to consult. Further guidance will be provided by the Module Convener.

Abrahams, I. (2010) Practical Work in Secondary Science: A minds-on approach. London: Continuum. Bennett, J. (2004) Teaching and Learning Science: A guide to recent research and its applications. London: Continuum Bishop, K. & Denley, P. (2007) Learning Science Teaching: Developing a professional knowledge base. Maidenhead: Open University Press Frost, J. (ed) (2010) Learning to Teach Science in the Secondary School: A companion to school experience (3rd Edition). London: Routledge. Hollins, M. (2010) ASE Guide to Secondary Science Education. Hatfield: ASE Kind, V. and Kind, P.M. (2008) Teaching Secondary How Science Works. London: ASE/John Murray. Kind, V. and Taber, K. (2005) Science: Teaching School Subjects 11-19. London: Routledge Oversby, J. (2012) ASE Guide to Research in Science Education. Hatfield: ASE Parkinson, J. (2002) Reflective Teaching of Science 11-18. London: Continuum Pollard, A. (2008) Reflective Teaching: Evidence-informed Professional Practice (3rd Edition). London: Continuum Pollard, A. (ed) (2002) Readings for Reflective Teaching. London: Continuum Reiss, M. (ed) (2011) Teaching Secondary Biology (2nd Edition). London: ASE/Hodder Reiss, M. (2000) Understanding Science Lessons. Buckingham, Open University Press Sang, D. (Ed.) (2011) Teaching Secondary Physics (2nd Edition) London: Hodder Education Sotto, E. (2007) When teaching becomes learning (2nd Edition). London: Continuum Taber, K. (Ed) (2012) Teaching Secondary Chemistry (2nd Edition) London: Hodder Education Wellington, J. and Ireson, G (2012) Science Learning, Science teaching. (3rd edition). London: Routledge Williams, J.D (2011) How Science Works: Teaching and learning in the science classroom. London: Continuum. Wilson, E. (2009) School-based Research: A Guide for Education Students. London: Sage Web based and electronic resources: see PGCE Secondary Science page on ELE (http://vle.exeter.ac.uk/)

Module Descriptor Template Revised October 2011