Science with Biology Science with Chemistry Science with Physics SUBJECT STUDY HANDBOOKd3mcbia3evjswv.cloudfront.net/files/Science Handbook.pdf · 2014. 8. 4. · 1 Science with Biology/Chemistry/Physics

POST GRADUATE CERTIFICATE IN EDUCATION SECONDARY PROGRAMME

2013/2014

Science with Biology Science with Chemistry Science with Physics

SUBJECT STUDY HANDBOOK

1

Science with Biology/Chemistry/Physics

Subject Handbook Contents 2013-2014 Page

Introduction 2

Location of Subject Study sessions 2

Your Subject Study Co-ordinators 2

Useful contacts 2

What will I learn? 4

Structure and content of Module 1 5

Structure and content of Module 2 12

Assessment

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

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Summative Assessment 16

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

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Details of Assignment 1 17-19

Details of Assignment 3 20-25

Formative Assessment 26

Summary of components of formative assessment 26

Directed tasks 27

Post 16 research tasks 28

Subject knowledge audit 31

Tutorials 33

Summary of subject teaching experience 34

Lesson Design and Planning 35

Lesson plan pro forma 37

Who will support me? 40

How will I learn 40

Evaluation 40

Subject co-ordinator‟s summary of module evaluations 41

Some thoughts from last year 45

Resource list 47

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Introduction

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

Jonathan Sargent Science Programme Co-ordinator

[email protected] 07976 361634

Alison Marston Biology Tutor [email protected]

Paul O‟Neill Chemistry Tutor [email protected]

Rasa Bagdoniene Physics Tutor [email protected]

Melanie Hopkins Programme Administrator


Ann Jones Education Librarian [email protected] 01243 812094

SIZ Helpdesk Student ICT queries etc


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

Expectations

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

Attend every session

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

Use Portia regularly for communication and information

Bring your subject handbook to every session

Complete all pre and post session tasks as directed

Attend all tutorials arranged with your academic adviser

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

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

mailto:[email protected]








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

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

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

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

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

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

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

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

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

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

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

Module 1:

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

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

Developing teaching for learning

Friday 6 September 2013

Item Task/personnel Time TS

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

JS and David Jones, Headteacher, TRS tba with Jenny B

8.30

Contact details – e-mails and text-in!

Some words from the past

The science subject study module;

Times of the day;

Organisation at TRS; fingerprinting, wifi etc.

Our relationship with TRS;

Teachers‟ standards;

Importance of TS in training (inc Part 2)

Recording TS/file organisations

Glossary of ITT terms/acronyms

IT organisation

JS; contributions from students 8.45 S1 and Part 2

The context for science in 2013 1

The National Curriculum and the National Strategy

JS input and student research for directed task #1.

This task has great relevance for assignment 1

11.00 S3

The first concern of ITT, Subject Knowledge (SK): SK – self SK section in handbook

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

12.00 S3

Individual action plans JS & students 1.30 S3

What do science teachers do? Snowballing and presentation/poster report back.

2.30 all

Tutorial time* Individual students/JS 3.30

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

Get a copy of 101 Red Hot science starter activities

Three readings (Moodle & e-mail)

1 Wellington (2000), Ch. 3; Ireson & Twidle (2006) Ch. 8; Capel etc (2009) Ch. 7.1


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Week 1: Wednesday 11 September 2013


What happens in a laboratory? JS – and student inputs 8.30 All

The context for science in 2013 - Children in science classes – what happens and why?

2 Classroom

observations at The Regis School

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

9.00 All

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

3

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

Vygotsky,

Cognitive theories of learning (Bruner, Ausubel, Gagné)

Constructivism (Driver et al)

11.00 All

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

JS & students 12.00 S7

Election student rep to programme board

1.30

SK KS3/4 self-teach Subject triads Students KS3/4 SK groups 1.45 S3

Thursday 12 September 2013


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

JS – Tough Love…Student discussion on classroom presence.

8.30 S7

Doing school science – what can a Y7 child learn?

5

Students – to do three Y7 practical activities:

Observation of cell structure (old 7A)

Neutralisation (old 7E)

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

9.30 S3, S4

Designing effective science lessons

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

12.00 S4, S5

Issues around sex education and substance abuse in science and PSHE lessons.

This session will be run by Mr Paul Nials (senior teacher PGS) at Portsmouth Grammar School. This session will be at PGS.

2.00 S1, S3


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

September 4.00 p.m.

Preparation for next sessions:

Prepare for Days 4 & 5 (incl resources)

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

3 See Moodle readings

4 Cowley (2010) – all!

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


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

8.30 S4

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

Introduction to the lesson plan – JS and student contributions 70/30

9:30 S4

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

Subject Tutors

Biology: Alison Marston (TRS)

Chemistry: Paul O‟Neill (13.55 PGS)

Physics: Rasa Bagdoniene (11.30 B Luffa)

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

11.30 S2, S3, S4

Tutorial time * Individual students/JS 3.30

Preparation for next sessions

Prepare main for Day 6 (incl resources) – out-of-subject pairs

Week 2: Wednesday 18 September 2013


Settlers: use your imaginations to create a settler activity – what is a settler activity – what are its demands?? This will be videoed (max 5 mins)

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

8.30 S4, S7, S8

Starters: plan and deliver a starter activity from a defecit area of your SK audit (max 5 mins)

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

10.00 S2, S3, S4, S8


Tutorial time * Individual students/JS

Thursday 19 September 2013


The main activity Working in out-of-specialism pairs, plan and deliver a main activity at KS3 Team-teach to present your main activity to the whole group. Top time limit 20 mins. BOTH members must contribute. Must be two LO which are tested. Feedback on activity. Peer review Video.

8.30 S2, S3, S4, S5, S8



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

8.30 S2, S4 S8


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

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 4.00 p.m. 26 September Preparation for next session:

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

Prepare for the session next Friday, 28 September

Week 3: Thursday 26 September 2013


Special Needs Input from a practicing SENCO (TBA) 8.30 S5

AfL basic skills in science– a practical approach.

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

11.00 S6



Preparation for next session: Use AfL input to help you think about and plan the activity in the next session. Directed task #4: e-mail to [email protected] by 4.00 p.m. 26

th September

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



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Preparation and delivery of whole lesson teaching materials

In subject pairs, choose one piece of SK and deliver the pre-prepared 20 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 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 resources that are available in the library at BRC and TRS

8.30 all

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

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

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

What are the mathematical concepts needed to understand the science

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

How can you best avoid these

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

2.00 S3, S5

In school A - Monday 30 September - Wednesday 2 October 2013

Item Task/personnel TS

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

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

How did they learn it?

How was it made engaging?

How do the children know they have learnt?

All

Directed tasks #5 and 6: To be done during serial practice from 30 September to 9 October. 4. Ensure that you have observed at least five specific, well-defined strategies to promote good

behaviour and a purposeful class environment within science lessons. Limit 500 words. 5. Observe a lesson and use it as a basis for a piece of micro-research into teacher questioning

techniques in science. Limit 750 words. e-mail to [email protected] by 11 October


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Week 4: Friday 4 October 2013


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

All 8.30

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

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

Using the IWB

Active engagement – some tips

Organising practical work in science

Recording student progress

Powerpoint tips

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

e-learning in science

Setting interesting and relevant homework

Appropriate rewards

Using a USB microscope

Safety key points in science

Making keywords in science fun

Marking in science – the key points

Writing on the whiteboard

Ways to organise/issue/collect practical equipment.

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

How could you use podcasts in science?

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

9.30 S3, S4


Directed task #7 Produce a short (max 750 words) paper on the task you researched for Day 10 of module 1; how could you integrate this technique into your teaching to make your lessons more engaging? Distribute to rest of group for 5 October. Limit 750 words.

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Week 5: Friday 11 October 2013


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

OfSTED & ITT

File keeping: teaching files and the PDP

What is a good lesson?

What is a good trainee?

Joint summative report.

JS Using the OfSTED criteria for ITT in lessons and for summative (as well as formative) assessment. The Grading Descriptors moving to Good..

8.30 all

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

JS

10.00 S6

Questioning – a key strategy for promoting learning

JS and students as appropriate 11:30 S4

Preparation for assignment 1 JS: Please see references to relevant readings and sources in this module

12:30 S3, S4

Completion directed tasks #6 or 7.

e-mail to J Sargent by 16 October. Lesson planning in pairs with JS support

Completion of SK action plan and implementation

Students 1.30 S3, S4, S5


Week 8: Thursday 31 October 2013 During the week commencing 28 October, each student will be required to attend a School Experience tutorial. The date and time may be negotiated with the Subject Tutor.

Week 10: Friday 15 November 2013 Oasis Day A subject study day to share ideas and experiences at themed-point of Placement A

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

by email, [email protected];

in emergency by telephone;

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


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Module 2:

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

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

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

Preparation for 23 January session – mis-concepts

Week 16: 6-10 January 2014 Key Stage 2 Experience

Week 17: Wednesday 15 January 2014

Item Task/personnel Session TS

Admin/Individual study Evaluation module 1

References

Evaluation school A

Feedback on assignment 1

Update PDP files and TS

Subject knowledge audit.

Individual time with JS if needed

Share resources/ideas from school A

8.30 S3

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

Curriculum continuity;

Levels KS2 – 3

Assessment strategies

Cooperation between schools

9.30 S3

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

11.30

Job interviews + OfSTED

Paula Sargent (Headteacher, Patcham High School, Brighton) will be available for questioning about what she expects from science applications and at interview. Paula is also a qualified OfSTED inspector and will take trainees through the inspection process; what should they expect when they are inspected

1.15

Tutorial time * Individual students/JS 3:30 on

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

Meet at the South Downs Planetarium for 9.00.

9.00- 1.00

S3, S4

Student SK Triads Student triads

1.15 S3


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

Subject Tutors

Biology: Alison Marston (TRS)

Chemistry: Paul O‟Neill (13.55 PGS)

Physics: Rasa Bagdoniene (11.30 B Luffa)

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

11.30 S2, S3, S4

Week 18: Thursday 23 January 2014


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

What was the misconcept?

How did you realise it?

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

8.30 – 12.45

S2, S3, S4, S5, S6

SK KS3/4 self teach Subject triads Students KS3/4 SK groups 1.30 S3


Thursday 16 January 2014


Friday 17 January 2014


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

8.30 S4

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

9.30 S3, S4, S5

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

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Friday 24 January 2014


The Placement B phenomenon and a review of placement B

JS to lead session

8.30 Part II

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

9.30 S2, S3, S4, S5


Preparation for future sessions:

1. Students to prepare for the presentation task on Friday 8 February 2. Research „How Science Works‟; what is it; what does it mean; how can you teach

skills?

Week 19: Friday 31 January 2014


Placement B school: an initial impression

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

8.30

Assignment 3 We will review the requirements for assignment 3 which will include:

Choosing the SoW – a rationale

What is a critical analysis?

Link it to NC

SoW strengths and weaknesses

Amendments/adaptations that could be made

Impact – what is the outcome

Methodological issues

Readings

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

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

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

11.00 S5, S6

Effective group work and higher order thinking skills

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

2.00 – 3.30

S4, S5

Preparation for next session: Reflect back the session in module 1; what AfL strategies did you use in placement A and what did you develop yourself?

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Week 20: Thursday 6 February 2014


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

8.30 S6

Assignment 3 Introduction and discussion/reflection on Assignment 3.

10.00

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

10.30 S7

SK KS3/4 self teach Subject triads Students KS3/4 SK groups 1.30 S3


Friday 7 February 2014


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

8.30-3.30

S3, S4, S5


Week 22: 17-21 February 2014 Self-directed study

Week 26: Friday 21 March 2014 Oasis Day Opportunity for group to meet at mid-point of Placement B

Week 36: 9 June 2014 Mentors to ensure that they have worked with students to

Verify evidence of attainment against the Standards

Agree the wording of your IAP targets for the induction year

Week 37: Wednesday 18 June 2014 Teaching practice - feedback, evaluation and critical reflection

Review and evaluation of the course.

Review of directed tasks

Individual tutorials

Review of Needs Analyses

Sign off Standards

Thursday 19 June 2013 Individual tutorials

Review of Needs Analyses

Sign off Standards Social gathering to celebrate end of the course

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

by email, [email protected];

in emergency by telephone;

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

The RSPCA and support for teachers An Education officer from the RSPCA will share some of the resources available for teachers

12.00 S3, S4, S5


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

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

Subject Study - Module 1

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

20 M level credits

Professional Studies - Module 1

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

School Experience „A‟ Joint Summative Report 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) Completion of Standards Tracking Document

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Module One: Science with Biology

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

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

o Process skills vs content

o The ethical dimensions to dissection

o The teaching of evolution theory

o The teaching of an appropriate ethical issue

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

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

A clear structure with a fluent, well developed argument;

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

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

Submission date: Thursday 19 December 2013 by 12.00 noon

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Module One: Science with Chemistry

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

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


o The relevance of chemistry in science education

o Conceptual difficulties with the Mole concept








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Module One: Science with Physics

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

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


o Inconsistencies between mathematics and physics

o Conceptual difficulties with the current, voltage and charge concepts








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

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

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

Summarise the SoW strengths and weaknesses;

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

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

Consult your mentor about your initial ideas

E-mail your University tutor about your plans

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Informed critique of relevant literature

Analysis and evaluation of the effectiveness of the SOW

A clear structure which addresses complex issues systematically and creatively

Appropriate academic writing style; Standard English and Harvard referencing Submission date: Monday 16 June 2014 before 4.00 p.m.

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










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



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











Appropriate academic writing style; Standard English and Harvard referencing Submission date: Monday 16 June 2014 before 4.00 p.m,

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










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



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











Appropriate academic writing style; Standard English and Harvard referencing Submission date: Monday 16 June 2014 before 4.00 p.m.

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

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

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

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

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

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Directed Tasks

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

2

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

3

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

4

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

Directed tasks 5 & 6 are to be researched during serial teaching practice

5

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

6

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

7

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







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

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

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

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

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

What do the students need to know?

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

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

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

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


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




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

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

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


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




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

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

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

All students must follow audit (a) and then one from (b), (c) or (d) according to subject specialism Before commencing the course, you undertook a subject knowledge (SK) audit (a) and also one from (b – d). From those you produced an appropriate action plan, which recorded your progress before the commencement of the course. This audit and completed action plans, together with any evidence of SKE (e.g. DLSKEs or IoP SKEs) should be kept in your PDP folder under the heading SK audit. At the beginning of the course in September you will revisit your SK audit. Through this process you will identify areas for further development. You will build up more subject knowledge during the year, recording your progress on your audit. This will be monitored at regular points during the PGCE programme: 1. Before school A 2. By your subject coordinator at the school A visit 3. Before School B 4. By your subject coordinator at the school B visit It will also be reviewed periodically by your subject mentor during school placements. You will be expected to be pro-active in addressing any identified gaps in your subject knowledge. It is strongly recommended that you re-audit the appropriate section whenever you teach a topic. Thus, by the end of the programme, you will be able to demonstrate that you are able to meet the subject knowledge requirements of the Standards for the Award of Qualified Teacher Status (2007). The science to 16+ SK audit and accompanying action plan(s) are designed to: 1. Enable you to teach all three sciences to 16+ and your own to 18+ 2. Enable you to audit your achievement of the science knowledge standards

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

utilising mutual support within your group,

studying current exam papers / mark schemes,

accessing individual [or sub-group] tutorial support.

other appropriate strategies

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

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

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

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

By email, [email protected];

In emergency by telephone;

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


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PGCE SECONDARY SCIENCE SUMMARY OF SCIENCE TEACHING EXPERIENCE FOR 2013/14

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

Experience of

teaching at KS3

Experience of

teaching at KS4

Experience of teaching at 16+ and completion of directed tasks

Experience of teaching using

HSW


Biology


Chemistry


Physics

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

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

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Planning lessons for Learning Objectives and Learning Outcomes - LOLO

Start with the OUTCOME

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

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

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

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

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

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

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

Remember there are three parts to planning a lesson:

What are they going to learn

What will you and they do to achieve that learning

How will you and they know they have achieved it?

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

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

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

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amplify … reorganise …

structure … represent …

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

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

Date: School: Number in class:

Lesson start time: Duration:

Teacher: Teaching Assistant:

SEN/IEP information:

Lesson topic:

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

Learning objectives for pupils:

QTS standards:

Plan checked: Yes/No

Risk assessment:

Lesson content/pedagogy and organisation

Clock time

What am I doing? (30)

What are they doing? (70)

Starter:

Starter:

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

Task 1:

Task 1:


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Task 2:

Task 2:


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

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

Post lesson evaluation:

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

2

3

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

1

2

3

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

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

after completion of the Subject Knowledge Questionnaire in September

at the start and end of both teaching blocks.

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

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Secondary PGCE 2012-2013 Module 1 Evaluation Summary 10 responses

Module Title Science Subject Study 1

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

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

Yes No

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

10 (100%)

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

10 (100%)

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

10 (100%)

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

10 (100%)

use appropriate research to, prepare themselves, and plan a 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 be reflective and in control of their own discourse as regards the relationship of their subject specialism to various curriculum initiatives and issues, eg. Citizenship, Inclusion, Anti-racism/Multiculturalism, Anti-sexism/Gender.

10 (100%)

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

Comments

Yes: 10

(100%)

No Tutor as motivator (4) Video sessions (2)

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

Comments

Yes: 10

(100%)

No Much relevant information (2) Valued e-sharing (Dropbox and Moodle) (2) Handbook (1)

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

1 very good 2 good 3 satisfactory 4 poor

4. Please evaluate the resources available.

1 2 3 4

Rooms 8 (80%)

2 (20%)

Learning Resources Centre 7 (70%)

3 (30%)

Access to Portia 6 (60%)

3 (30%)

1 (10%)

5. Please evaluate your own contribution to the module

1 2 3 4

Attendance 8 (80%)

2 (20%)

Preparation for and follow-up to sessions 7 (70%)

3 (30%)

Active participation in sessions 8 (80%)

1 (10%)

1* (10%)

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

Yes No Comment

Personalised Learning 10 (100%)

Tutor personalisation (2)

Diversity 10 (100%)

7. What are the strengths of this module? Tutor (5) Variety activities (5) Video/peer teaching sessions (5) Directed tasks (1) Action points:

Be more insistent on preparation for session

Use the strengths of this module on the trifurcated routes

Develop further the notion of planning for progress.

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STUDENT MODULE EVALUATION

Programme Secondary PGCE

Module Title Science Summary of Evaluation 2012-2013

Number in cohort 10 Number of returns 9

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

9

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

9

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.

9

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

9

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.

9

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

9

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

Comment

Yes 9

No Inspiring/(2)

Support/organisation/informational/engaging (4)

School mentor (1)

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

Thorough/easy to use (1)

Different handbooks (PS, SS, Sch Exp, Prog) sometimes confusing

Yes 9

No

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

1 very good 2 good 3 satisfactory 4 poor

4. Please evaluate the resources available.

1 2 3 4

Rooms 6 2 1*

Learning Resources Centre 5 3 1*

Access to Portia 3 4 1*

5. Please evaluate your own contribution to the module

1 2 3 4

Attendance 6 1 1 1*

Preparation for and follow-up to sessions 6 2 0 1*

Active participation in sessions 6 2 0 1*

*this respondent evaluated sections 4 & 5 at variance with written comments; I suspect mis-reading (reversal) of the 1-4 scale. 6. Has this module contributed to your understanding of the following

Yes No Comment

SEN 9

Personalised Learning 9

Diversity 9

7. What are the strengths of this module?

Tutor support/positivity/passion (7)

Range of topics covered (1)

Visits/external speakers (2) 8. Subject Co-ordinator's Action Points:

Define three clear sub-routes, identifiable as B, C and P.

Develop the video strategy; maybe video two or three students teaching in December and use this (with their permission) in module 2

To issue the PDP hints list at the start not the end of the course!

Improved communication with mentors; provide them with check list and use e-calendar to issue reminders a week before items are due.

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Some Thoughts from last year’s students Teaching is fun, creative and rewarding. The more I do the more I want to do. The PGCE is hard work, but it's worth it. Before I started, I had been warned about reams of paperwork and sleepless nights lesson planning. If you're not naturally organised, get organised NOW and it will be manageable. I am single with two children and always got to bed by midnight! There are really tough days and when they happen you need to phone a friend. Everybody has them, but they are the minority of days and Jonathan will bend over backwards to support you. If people question why the hell you want to be a teacher, ignore them. If people tell you the money is rubbish, ask them how many weeks holiday they get and how often in their job they ask themselves why they are doing it. Above all, don't be daunted - be excited. You're about to have a wonderful year.

Jo

In times of struggle and anger think EQUANIMITY- it means metal calmness, composure and evenness of temper, especially in difficult situations. Always be true to yourself and if you want to pass it and have the drive to pass it, the course will take you through your darkest times and as long as you know its what you want you can pass get through any moment of the course.

Phil

Have fun, stay true to your own character and trust Jonathan. Listen to your mentor at each placement and learn, learn, learn. Don't be afraid to make mistakes this year, nothing is expected of you, don't put pressure on yourselves to be perfect and know 'stuff', just listen, learn and put into practice the theory you learn from Jonathan. Celebrate every achievement and learn from the lessons which don't go well but don't beat yourselves up about the 'bad' lessons, just reflect and learn from them. EVERYONE has bad lessons from time to time. Use your mentors and observe as many classes around the school as you can, it's worth going to see how they teach literacy and maths. Ask for help from whoever's willing to give it, experienced teachers love giving you their pearls of wisdom and it's all helpful. Remember why you're doing this, keep the passion for teaching, learn as much in school as you can, love the job and enjoy the kids. It's the best job in the world and even when you're struggling and feeling swamped, take a deep breath, have a glass of wine (not at school!), don't spend unnecessary time on stuff that doesn't matter and talk to your colleagues, cohort and Jonathan.

Lorraine

Get as organised as possible as soon as possible. In the first few days of your placement, spend the time you're not observing other lessons, getting the pupil data together and learning the pupils' names. Pupils respond really well to you if you know their names. You will make mistakes, accept that you will and don't brood over them. Just learn from them! Don't be afraid to tell a pupil that you don't know the answer to something or that you found a concept difficult to grasp. Pupils respect honesty and can tell when they are being lied to, which is the quickest way to lose their respect. If you say you are going to do something, do it whether it‟s related to marking, behaviour management or anything else. Pupils need consistency and they value it as they may not always get it from their home lives. Last pieces of advice would be... keep in touch with the rest of the people on the course. If you are having a tough time, talk to each other, chances are someone else is either going through the same thing or has been. But through it all, remember why you wanted to teach and that Jonathan has seen something in you. Trust his advice, as he always does things for a reason, including accepting you for the PGCE course.

Jackie

Lesson observations may seem tedious to begin with especially when you can‟t wait to teach but there is so much to learn from other teachers. For each observation, pick a standard to focus on e.g. behaviour management and write down how the teacher approaches this in different situations. Then use their ideas and techniques in developing your own teaching skills. Above all, enjoy this experience, go to school with a smile on your face and know that all of your hard work will be making a difference in your students‟ lives.

Mel

This year will flash pass you. From your first day with Jonathan all you want to do is get into the classroom. Once your there you will have some amazing times but you also have some low times, make sure you have a support group around you, they will keep you going. Use each other, by this I mean support one another ask questions, rant, share ideas, lesson plans and issues. You are all

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going through the same thing; you are the best support for each other. You will all be needing help and support at some point use each other. Make sure you're organised; sort your folders as soon as Jonathan tells you. The time before first placement is the time to sort this out. When using a hard drive or a USB back it up, my hard drive stopped working in December and I only brought it in September, back up everything. Balance your life, you will be working hard this year make sure you get to bed and sleep, sort your lesson plans a week ahead, have time to yourself you will need it to keep your sanity! You will be OK; relax and enjoy each and every moment, the good, the bad and the ugly! Jonathan will be there every step of the way, use him. He would rather know sooner, than later if you having problems. You will see from the first day he wants you to succeed in becoming the best possible teacher you can. His support and advice helped me through. Enjoy this, it will be one of the best years of your life you will laugh (lots), smile and cry, but remember each of these moments will make you a stronger and better teacher. Good luck!

Lindsey

When I was informed that the PGCE would be one of the most demanding years of my life, I initially shrugged off the warnings – I knew about hard work I thought to myself, how taxing could it be? Alas, nothing can really prepare you for the onslaught and the dedication required to train to become a Science teacher. Having now completed the year, I am looking at spending a large chunk of my summer rebuilding bridges with those friends I have been forced to neglect! However, at no point did I question the validity of my extensive school-based pursuits because the worth of what I was doing was obvious. Similarly, as nothing can prepare you for the workload; very little can prepare you for the delight you will experience after teaching a successful lesson or when you achieve a breakthrough moment in the classroom. The responsibilities now placed before you are almost incalculable and something you should thrive on. The two fears that plague the minds of all PGCE students before they embark on their training (I won‟t need to point out what they are) are obstacles which you honestly need not fear as much as you probably will - they can both be adequately tackled through preparation and support; opportunities for which are offered extensively throughout the Chichester Science PGCE. I felt that none of the challenges which presented themselves, were wholly insurmountable and that‟s testament to both Jonathan and my fellow cohort members. This brings me to the most valuable piece of advice I could offer: take comfort from and share everything with your comrades (and Jonathan!). This will include resources, stories, irritations, complements and everything in between; no trainee teacher is an island. Each individual within your cohort is most likely to be feeling the same way as you at various points over the year (both the peaks and the troughs). The relationships that you build will become the greatest asset you possess to help you through the trials and tribulations ahead. I‟m proud to say I feel I have forged a number of relationships which will last for years to come, largely because of the experiences we have shared together. Reflecting on the year gone by (despite the working day more often than not dragging toward the early hours) I can honestly say that applying for the Chichester PGCE was one of the best decisions I have made. I wish you the best of luck!

Tristen

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Resources

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

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

Capel, S, Leask, M & Turnet, T

2009 Learning to Teach in the Secondary School

Routledge

Ireson G & Twidle J

2006 Achieving QTS Reflective Reader: Secondary Science

Learning matters

Reiss M 2005 Teaching Secondary Biology ASE John Murray Science

Sang D 2005 Teaching Secondary Physics ASE John Murray Science

Taber K 2005 Teaching Secondary Chemistry ASE John Murray Science

Wellington J 2000 Teaching & Learning Secondary Science e

Routledge

Wood-Robinson V

2006 ASE Guide to Secondary Science Education

ASE

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

Adey, P & Shayer, M

1994 Really Raising Standards: Cognitive intervention and academic achievement e

London: Routledge

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

1989 Adolescent Development & School Science

London: Falmer

Assessment Reform Group

1999 Assessment for Learning – Beyond the Black Box

Cambridge

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

London: Continuum

Cowley, S 2010 Getting the Buggers to Behave Continuum

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

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

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

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

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

1994 Making Sense of Secondary Science London: Routledge/ Falmer

Edwards, D, Scanlon, E & West D

1993 Teaching, Learning & Assessment in Science Education

London: Chapman

Harlen, W 2009 The Teaching of Science in Primary Schools

London: David Fulton

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

London: Paul Chapman

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

Honeysett I 2006 GCSE Science London: Letts

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

Sage Publishing

Millar, R, Leach, J & Osborne, J

2000 Improving Science Education Buckingham: OU Press

Newton, L. & Rogers, L.

2001 Teaching Science with ICT London: Continuum

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

Osborne, J & Dillon J

2010 Good Practice in Science Teaching e Buckingham: OU Press

Parkinson, J 1994 The Effective Teaching of Secondary Science

London: Longman

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

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

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

Buckingham: OU Press

Reiss, M. 2000 Understanding Science Lessons OU Press

Ross, K, Lakin, L & Callaghan, P

2010 Teaching Secondary Science e London: David Fulton

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

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

2002 Teaching Secondary Scientific Enquiry London: John Murray

e Available as an e-book.

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

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

Leeds

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

Leeds

Journals:

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

Other recommended Biology reading referred to in the course:

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

Pearson Baccalaureate

Indge, B, Rowland, M & Bailet, M

2008 Biology for AS Hodder Education

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

Potter, S 2008 AQA AS Biology Hodder Education

Ryan, L. & Fullick, A

2011 New AQA Science: GCSE Biology Student Book

Williams G 2011 Biology for You Nelson Thornes

Williams G 2011 Advanced Biology for You Nelson Thornes

Wilson W ed 1999 Teaching Biology to KS4 Hodder & Stoughton

Other recommended Chemistry reading referred to in the course:

Brown, K & Ford, M

Standard Level Chemistry: developed specifically for the IB

Pearson Baccalaureate

Clark J 2000 Calculations in AS/A2 Level Chemistry Pearson

Conoly, C & Hills, P

2008 Advanced Science Chemistry Collins

Goodwin, S & Sunley C

2006 International GCSE iGCSE Chemistry for CIE

Collins

McDuell B 1995 GCSE Chemistry for KS4 Letts

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

Ryan, L 2011 Chemistry for You Nelson Thornes

Ryan, L 20o1 Advanced Chemistry for You Nelson Thornes

Wilson W ed 1999 Teaching Chemistry to KS4 Hodder & Stoughton

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Other recommended Physics reading referred to in the course:

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

McGraw Hill

Brodie, D 2000 Introduction to Advanced Physics John Murray

Dobson, K, Grace, D & Lovett D

2008 Physics Harper Books

Fullick P 2000 Physics Heinemann Advanced Science

Johnson, K 2011 Physics for You Nelson Thornes

Johnson, K 2001 Advanced Physics for You Nelson Thornes

Warren, P 1988 Physics alive Hodder Education

Wilson W ed 1999 Teaching Physics to KS4 Hodder & Stoughton

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

Essential Statutory Literature

DfE 2008 Science in the National Curriculum London: HMSO

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

London: HMSO

DfE/TDA 2002 Qualifying to Teach London, TTA

Other Reading

The Guardian The Independent The Times

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

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

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Indicative Websites: These websites change all the time, so some of the links may not work.

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

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

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

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

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

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

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

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

www.standards.dfe.gov.uk

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

www.useyourheadteach.gov.uk

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

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

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

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

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

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

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

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

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



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

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

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

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

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

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

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

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

Examination Boards

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

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

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

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

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

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

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

www.amasci.com/miscon/opphys.html

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

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

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

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

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

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

www.sciam.com Scientific American on-line

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

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

Professional Bodies

www.iob.org The Institute of Biology

www.rsc.org The Royal Society of Chemistry

www.iop.org The Institute of Physics

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

http://www.newscientist.com/

http://www.sciam.com/

http://www.gcse.com/

http://www.chemsoc.org/

http://www.iob.org/

http://www.rsc.org/

http://www.iop.org/

Documents

Science with Biology Science with Chemistry Science with Physics SUBJECT STUDY HANDBOOKd3mcbia3evjswv.cloudfront.net/files/Science Handbook.pdf · 2014. 8. 4. · 1 Science with Biology/Chemistry/Physics