EP903-0 PGCE Secondary Subject Studies: Chemistry
Introductory description
Blended model of distance learning, workshops and seminars within the university and at school-based “Subject Hubs of Excellence”. Equivalent to 60 hours.
Module aims
- To enable students to become effective, competent and professionally aware secondary teachers of Chemistry in secondary school. 2. To provide students with overview of developments in teaching and learning in Chemistry. 3. To maintain, refine and expand students' subject knowledge in Chemistry appropriate to teaching secondary learners. 4. To ensure students know and are able to apply an appropriate range of teaching and learning styles and strategies. 5. To ensure students understand pupils' achievements and difficulties and can respond effectively to their individual needs. 6. To ensure that students who are recommended for QTS meet all the national statutory requirements and Teaching Standards for qualified teacher status.
Outline syllabus
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
The Secondary PGCE Subject Studies module has been developed to support the professional
practice of students, as undertaken in their school setting, as they work towards meeting the
Teachers’ Standards. It is designed to heighten students’ awareness of the pedagogy of their
subject area and enable them to adopt a range of approaches and strategies to ensure that their
teaching is sufficiently diverse to challenge or support as appropriate. It is also designed to ensure
that students have a broad understanding of issues in their subject(s), beyond those they may
encounter in their school setting. This will enable them to combine theory with practice and
systematically evaluate and reflect on action taken, thus ensuring that students (trainee teachers)
emerge from their PGCE as effective, competent and professionally aware educators in their
subject area.
Learning outcomes
By the end of the module, students should be able to:
- Show understanding of recent and current developments in teaching and learning in Chemistry.
- Identify and critically evaluate the key principles underpinning leading edge approaches, methods and debates in the teaching and learning of Chemistry.
- Actively engage with and critically analyse current theories and practices in teaching Chemistry.
- Explore a range of relevant educational themes within the context of teaching Chemistry, including: inter- cultural awareness and cultural entitlement.
- Demonstrate the acquisition of and critical engagement with practical classroom skills.
- Critically reflect on the knowledge and appropriate pedagogic skills and knowledge needed for a rigorous and innovative approach to teaching Chemistry.
Indicative reading list
The reading list held by the University Library (via Tallis Aspire) will be kept up to date in
accordance with developments in the subject area.
Hollins, M. (Ed.) (2011) ASE Guide to Secondary Science Education. Hatfield. ASE
National Curriculum (2007) Science Programme of Study for KS3 & KS4. London. QCA
Ofsted (2011) Successful Science: An Evaluation of science education 2007-2010. London: Ofsted
Taber, K. (Ed.) (2012) Teaching Secondary Chemistry. London: Hodder Education
Braund, M. (2008) Starting Science…Again? Making Progress in Science Learning. Sage.
Glasgow, N. A, Cheyene, M. and Yerrick, R. (2010) What Successful Science Teachers Do: 75
research-based strategies. Corwin.
Keeley, P. (2008) Science: Formative Assessment. Corwin Press.
Liversidge, T., Cochrane, M., Kerfoot, B. and Thomas, J. (2009) Teaching Science (Developing as a
reflective secondary teacher). Sage, London.
Osborne, J. and Dillon, J. (2010) Good Practice in Science Teaching: What research has to say.
OUP.
Risch, B. (2010) Teaching Chemistry around the World. Waxmann.
Sang, D. and Frost, R. (2005) Teaching Secondary Science using ICT. John Murray.
Toplis, R. (2011) How Science Works. Exploring effective pedagogy and practice. Routledge
Falmer.
Welcome Trust (2011) Exploring Young People’s Views on Science Education. The Welcome Trust:
London
Wellington, J. and Ireson, G. (2008) Science Learning:Science Teaching. Adingdon: Routledge.
Subject specific skills
.
Transferable skills
.
Private study description
No private study requirements defined for this module.
Costs
No further costs have been identified for this module.
Students can register for this module without taking any assessment.
Assessment group A1
| Study time | Eligible for self-certification | ||
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Assessment component |
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| Non-assessed module | No | ||
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This module is not assessed for academic credit as it only contributes toward the recommendation for the award of QTS. |
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Reassessment component is the same |
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Feedback on assessment
Ongoing formative feedback provided by Subject Mentors in schools. Students will self-assess
their subject knowledge via an ongoing auditing process. University Teaching Fellows will provide
formative feedback on tasks as and when appropriate. Summative feedback is provided by school
Mentors at regular Assessment Points and by University Teaching Fellows in tutorials.
Courses
This module is Core for:
- Year 1 of TIEQ-X34W Postgraduate Certificate in Education (Secondary) School Direct
- Year 1 of TIEQ-X34Y Postgraduate Certificate in Education (Secondary) School Direct Salaried
- Year 1 of TIEQ-X33J Postgraduate Certificate in Education (Secondary): Chemistry