Secondary Chemistry Subject Knowledge and Pedagogy- Approved

8/12/2019 Secondary Chemistry Subject Knowledge and Pedagogy- Approved

1/4

1

MODULE TITLE Secondary Chemistry Subject Knowledge and

Pedagogy

CREDIT VALUE 30

MODULE CODE EDUM039 MODULE CONVENER Lindsay Hetherington

DURATION

TERM 1 2 3 Number Students Taking

Module (anticipated)

15

WEEKS 12 12 12

DESCRIPTION summary of the module content (100 words)

Chemistry is a rigorous, practical and creative subject. It is a popular choice in secondary schools due to its

inherently interesting subject content and practical relevance to problem solving in real world activities such as

medicine, environmental sustainability, industrial development and sports science. In this module you will

examine approaches to the teaching of chemistry from Key Stages 3 - 5. You will also learn about generic aspects

of teaching and learning secondary science, and about approaches used to teach all areas of science (including

physics and biology) to 11- 14 year old pupils. To take this module, you will normally need to possess a good

degree in chemistry or in a related subject which has a strong chemistry element, and an A-level in chemistry.

Ideally you will also possess an A level in at least one other science subject.

MODULE AIMS intentions of the module

The principal aims of the module are to:

enable you to gain a comprehensive understanding of the background theory, issuesand practice relating to

current teaching of science in the secondary curriculum, with particular reference to the teaching of chemistry;

support you to meet the Standards required for the award of Qualified Teacher Status and thus be in a very

good position to gain employment as a science teacher able to specialize in chemistry; and

nurture your development as a reflective and autonomous professional practitioner who is able to identify

strengths and areas for development in your subject knowledge and pedagogy, through evaluating current

professional practice in relationship to developments in research and curriculum theory.

INTENDED LEARNING OUTCOMES (ILOs)(see assessment section below for how ILOs will be assessed)

On successful completion of this module you should be able to:

Module Specific Skills and Knowledge:

1 identify and evaluate educational concepts and issues related to the teaching of science, with particular

reference to chemistry, and engage in critical debate about current educational issues in the teaching ofthese subjects drawing on evidence from theory, research and practice;

2 recognise pupils learning needs in science, with particular reference to chemistry, and interpret these

learning needs in order to plan, teach, assess and evaluate lessons and schemes of work;

3 demonstrate confident academic and pedagogic subject knowledge to teach science to Key Stage 3 and

chemistry to Key Stage 4 and beyond;

4 demonstrate secure understanding of the statutory requirements for teaching science;

Discipline Specific Skills and Knowledge:

5 critically evaluate the relevance of educational theory to practice;

6 synthesise relevant educational literature in support of an argument;

7 use appropriate technologies for data handling and writing in education;

8 present data and findings in a form appropriate in educational studies;9 use research data in support of an argument in education;

Personal and Key Transferable/ Employment Skills and Knowledge:

10 manage your own learning development;

11 learn effectively and be aware of your own learning strategies;

12 express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes;

13 work productively in different kinds of teams (formal, informal, project based, committee based etc); and

14 think creatively about the main features of a given problem and develop strategies for its resolution.


2/4

2

SYLLABUS PLAN summary of the structure and academic content of the module

The module introduces students to current thinking in the teaching of science, with particular reference to

chemistry, and develops students pedagogic and academic subject knowledge in the field of science education.

Key elements of the module include:

Science Lecture Programme: lectures to cover the theoretical basis of science education, including an

introduction to current ideas on the development of science teachers professional thinking and practice.

Main Subject Chemistry Course: a series of lectures, seminars and practical classes to address the range of

practice in current chemistry teaching at KS4 and post-16 level.

National Curriculum Physics and Biology Courses: a series of lectures, seminars and practical classes to

develop practice in physics and biology teaching at KS3 and to develop students own subject knowledge inthese subjects.

Subject Support Teaching (Chemistry): a series of sessions in which students teach specialist aspects of

degree level biology to their peers followed by tutorial review to encourage the development of reflective

analysis.

Peer Teaching: teaching sessions in which students use the University of Exeter Model of Initial Teacher

Education to develop their skills of reflective practice followed by tutorial review and feedback.

Science Pedagogy Workshops: a series of practical workshops introducing a range of pedagogical

approaches to the teaching and learning of science at KS3 KS5.

Seminar Days: Five days when students return to the university to share school-based work experiences

and develop the links between theoretical and practical aspects of teaching Science and Physics.

Fieldwork: a day learning about ecology and geology on a local rocky shore.On the Secondary PGCE, you will learn and reflect on the skills and knowledge required by the programmes credit-

bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation

to each other. To facilitate this, the learning and teaching activities and guided independent study described below

are scheduled to occur across all three terms both in the context of your university taught course and in the

context of your 24 weeks of applied professional experience in schools.

LEARNING AND TEACHING

LEARNING ACTIVITIES AND TEACHING METHODS (given in hours of study time)

Scheduled Learning &Teaching activities

85 Guided independentstudy

215 Placement/studyabroad

0

DETAILS OF LEARNING ACTIVITIES AND TEACHING METHODS

Category Hours of study time Description

Scheduled Learning & Teaching

activities

15 Lectures

Science Lecture Programme


activities

52 Practical classes and workshops:

Main Subject Chemistry Course

National Curriculum Physics and Biology

Courses

Peer Teaching and Subject Support

Groups

Science Pedagogy workshops


activities

10 Seminar Days


3/4

3


activities

5 Fieldwork


activities

3 Tutorials with academic tutor

Guided independent study 215 Independent Study

ASSESSMENT

FORMATIVE ASSESSMENT - for feedback and development purposes; does not count towards module grade

Form of Assessment Size of the assessment

e.g. duration/length

ILOs assessed Feedback method

Set exercise: Written subject

knowledge audit

3 hour task 3, 4, 10, 11 Verbal (tutorial) and

written action plans.

Set exercise: short written notes on a

range of tasks e.g. reflections on peer

teaching episodes

6 hours 2, 3, 10 Verbal (tutorial)

Written notes about 2 week school

induction period

2 weeks in schools prior

to beginning course

1, 2, 5, 13 Verbal (tutorial) and

written

Written assignment related to

literature

1,500 words 1, 3, 4, 5, 6, 7, 8,

9, 12

Written feedback

SUMMATIVE ASSESSMENT (% of credit)

Coursework 100 Written exams Practical exams

DETAILS OF SUMMATIVE ASSESSMENT

Form of Assessment % of

credit

Size of the assessment e.g.

duration/length

ILOs assessed Feedback method

Essay 100 6,000 words 1, 3, 4-7, 9. Written and verbal.

DETAILS OF RE-ASSESSMENT (where required by referral or deferral)

Original form of

assessment

Form of re-assessment ILOs re-assessed Time scale for re-

assessment

Written assignment Resubmission of essay (6,000 words) 1, 3, 4-7, 9, 12. See notes below.

RE-ASSESSMENT NOTES If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to

be done to bring the assignment to a pass standard and oneopportunity for resubmission will be allowed.

You can choose to resubmita failed assignment in year (i.e. before the final Exam Board in July). The resubmission would

normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the Exam

Board with the fail mark. You will then be referred to the Consequences Board who will confirm the conditions for

resubmission of the work. Normally the resubmission should be by 1st

September. You should discuss these options with your

tutor

Note: if you choose the second option, the award of PGCE will be delayed until the Exam Board following any successful

resubmission (normally held in December).

In the case of the assignment for the Education and Professional Studies module, there may not be time to mark a

resubmitted assignment before the end of the programme; this will mean that the award of PGCE will be delayed until the

first Examination Board after July (this is normally held in December).

If an assignment is deemed to be a Fail by the Exam Board, the mark obtained on resubmission will be capped at 50%.

RESOURCES

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


4/4

4

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

Abrahams, I. (2010) Practical Work in Secondary Science: A minds-on approach. London: Continuum.

Bennett, J. (2004) Teaching and Learning Science: A guide to recent research and its applications. London:

Continuum

Bishop, K. & Denley, P. (2007) Learning Science Teaching: Developing a professional knowledge base. Maidenhead:

Open University Press

Frost, J. (ed) (2010) Learning to Teach Science in the Secondary School: A companion to school experience (3rd

Edition). London: Routledge.

Hollins, M. (2010) ASE Guide to Secondary Science Education. Hatfield: ASEKind, V. and Kind, P.M. (2008) Teaching Secondary How Science Works. London: ASE/John Murray.

Kind, V. and Taber, K. (2005) Science: Teaching School Subjects 11-19. London: Routledge

Oversby, J. (2012) ASE Guide to Research in Science Education. Hatfield: ASE

Parkinson, J. (2002) Reflective Teaching of Science 11-18. London: Continuum

Pollard, A. (2008) Reflective Teaching: Evidence-informed Professional Practice (3rd Edition). London: Continuum

Pollard, A. (ed) (2002) Readings for Reflective Teaching. London: Continuum

Reiss, M. (ed) (2011) Teaching Secondary Biology (2nd

Edition). London: ASE/Hodder

Reiss, M. (2000) Understanding Science Lessons. Buckingham, Open University Press

Sang, D. (Ed.) (2011) Teaching Secondary Physics (2nd

Edition) London: Hodder Education

Sotto, E. (2007) When teaching becomes learning (2nd Edition). London: Continuum

Taber, K. (Ed) (2012) Teaching Secondary Chemistry (2nd Edition) London: Hodder Education

Wellington, J. and Ireson, G (2012) Science Learning, Science teaching. (3rdedition). London: Routledge

Williams, J.D (2011) How Science Works: Teaching and learning in the science classroom. London: Continuum.

Wilson, E. (2009) School-based Research: A Guide for Education Students. London: Sage

Web based and electronic resources: see PGCE Secondary Science page on ELE(http://vle.exeter.ac.uk/)

CREDIT VALUE 30 ECTS VALUE 15

PRE-REQUISITE MODULES None

CO-REQUISITE MODULES EDUM036 Education & Professional Studies

EDUM052 Professional Learning

NQF LEVEL (FHEQ) 7 AVAILABLE AS DISTANCE LEARNING NO

ORIGIN DATE 26 April 2013 LAST REVISION DATE 29 April 2013KEY WORDS SEARCH PGCE, Science, Chemistry.

Module Descriptor Template Revised October 2011
http://vle.exeter.ac.uk/http://vle.exeter.ac.uk/http://vle.exeter.ac.uk/http://vle.exeter.ac.uk/

Documents

Secondary Chemistry Subject Knowledge and Pedagogy- Approved