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Faculty of Arts

Institute of Education

PGCE Secondary Science Pathways

(Biology, Chemistry & Physics)

Induction to Professional Teaching and Learning

EPGS615 – Subject Specific Content

2018 - 19

180904

© Plymouth University 1 Secondary Science IPTL 2018-19

Contents

Introduction to the module Page 3

Reading List Page 3

Weekly Plan Page 4

Assignment Brief Page 11

Submission requirements & Assignment checklist Page 12

Assessment Criteria Page 13


Induction in Professional Teaching and Learning – Subject Specific Content

The aims of this part of the module are • to reorient trainees from their varied subject backgrounds to the reality of teaching their

subject in schools and to the academic requirements of the programme• to start to develop in trainees the levels of knowledge, personal qualities and standards of

professional competence necessary to stimulate the imagination of pupils.

The focus of this part of the rudiments of lesson planning through experiential and practical faculty and school sessions integrated to help you to acquire a range of practical teaching ideas and a graduated range of experiences of teaching in preparation for Practical Teaching 1. The school experience provides practical experience working with pupils as well as Training Sessions with Subject Mentors and other Partnership School staff. While the work in this module is developed at all levels there is normally an emphasis on KS3. You will be introduced to the range of resources available in your subject, including ICT.

The module introduces trainees to short term lesson planning within NC requirements and to formative assessment and assessment within the NC and GCSE. You will be helped to start to audit your Subject Knowledge.

A number of aspects, e.g. Assessment which are covered on Monday TIPs are developed in a subject context. Pathway Co-ordinator: Matthew Wharf

Reading List

The reading list can be found on the Science X Moodle site


Week 6 Induction Week beginning 3rd Sept 2018Faculty

Tuesday Thinking like a science teacher Part 19:00-12:00Matt WharfRolle 306

Starter –Getting to know each other Students to tell each other 3 interesting pieces of information about each other (One is a lie). Students then have 10 minutes to ask each other questions. Then decide on what’s the lie. Students introduce each other and say which one they thought was the lie

What is science? Why teach science? What is the role of the science teacher?

Circus of activities. Identifying with the pupil

Plenary – Evaluating the activities

12:00-13:00 Lunch13:00-15:00Rolle 306

Presentation planningAnd possibly introduce salt market simulation

Wednesday Thinking like a science teacher Part 29:00-11:30Rolle 306

Salt market simulation

11:30-12:00Rolle 306

Sharing presentation ideas

12:00-13:00 Lunch13:00-14:30Rolle 306

Egg drop

Plenary – What is science? Why teach science?

14:30-15:00Rolle 306

Final presentation time

ReadingThis Teaching and Learning document


WEEK 7 Week beginning 10th Sept. 2018Faculty

Tuesday The current science curriculum 9:00-12:00Matt WharfRolle 306

Biology FocusInter-dependence

Starter – ‘Whale lesson’

Introduction to NC documents incl. The Structure of the NC & Learning across the Curriculum; A comparison of the 2007 NC to the 2014 NC e.g. ‘How Science Works’ to ‘Working Scientifically’.

Introduce and start Owl Pellet Investigation12:00-13:00 Lunch13:00-15:00Matt WharfRolle 306

Complete owl pellet investigation.

Plenary – What are the possible ways to use the owl pellet investigation? Hint - Teaching food webs properly Karl Popper - Falsifiability and Black Swan scenario

Plenary – Revisit What is science? Why teach science?Wednesday SKP and Assignment09:00-12:00Matt WharfRolle 306

Starter - Human diagram.

Introduce Subject Knowledge Audit/Profile (The four stages of competence)

Introduce Big Ideas in Science & Maintaining curiosity

Introduce Teaching & Learning 1 module assessment

How the module sessions will support the assignment:

Plenary - Micro teaching session – consultation on topics12:00-13:00 Lunch13:00-15:00Rolle 306Biology Focus Evolution

Starter – ‘Brainstorming’ types of questioning techniques.

Active Questioning (Strengthening teaching and learning in science through using different pedagogies) e.g. Loop game

Strategies for questions you can't answer

Plenary – Preparing for questioning observation.

ReadingPrinciples and Big Ideas of Science Education. Harlen, W. Ed. (2010) England: Association for Science Education [Available at www.ase.org.uk]Maintaining Curiosity, A Survey into Science Education in Schools, Ofsted. (2013) England: Ofsted [Available at https://www.gov.uk/government/publications/maintaining-curiosity-a-survey-into-science-education-in-schools]

TO DO THIS WEEK Use resources from exam boards & Free exam papers websites (GCSE and A-level papers)

http://www.freeexampapers.com/ to help with subject knowledge audit.


http://www.freeexampapers.com/

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

WEEK 8 Week beginning 17th Sept 2018Faculty

Tuesday Arguments for teaching Science & Theories of learning science & Misconceptions in Science9:00-12:00Matt WharfRolle 306

Starter – Candle in a bell jar demo

Academic arguments for teaching science.

Theories of learning science - Behaviourism, Cognitivism, Constructivism & Sociocultural theory

Plenary

– Relating programme of study to the arguments. SKP needed for this activity

– What are the implications to teaching?

12:00-13:00 Lunch13:00-16:00Matt WharfRolle 306

Biology FocusPhotosynthesis and Respiration

Starter – Video clip (Bang Goes The Theory) & Concept Cartoon

How theories of learning link to misconceptions

Photosynthesis practicals

Plenary – Review common misunderstandings article from SSR.

Wednesday An introduction to lesson planning9:00-12:00Matt WharfRolle 306

Chemistry FocusParticle Theory

Starter – Bottle & ball.

What is a lesson plan? What is a medium term plan? Lesson structure

The principles of medium term planning. Particle theory

Plenary – Lesson planning mini poster.

12:00-13:00 Lunch13:00-15:00Rolle 306Chemistry Focus Rates of Reaction

Rates of reaction practicals

ReadingChapter 4 - Thinking about learning: learning in science, Hohenstein, J & Manning A(Osborne, J & Dillon, J (Eds) (2010) Good practice in science teaching: what research has to say. England: Open University Press, McGraw Hill Education. ISBN 978 033523858 3).

TO DO THIS WEEK Review SKP: strategies for progression – Complete the induction phase audit and fill in the

targets for Subject Knowledge and Understanding.


WEEK 9 Week beginning 24th Sept 2018Faculty

Tuesday Learning objectives; learning outcomes and success criteriaPlanning safe science lessons

9:00-12:00Matt WharfRolle 306

Physics FocusForces

Starter - What are the constituents of a lesson?

Learning objectives and learning outcomes e.g. (WALT & WILF, success criteria etc.)

Introduce Exemplars

Plenary – Planning learning objectives.

12:00-13:00 Lunch13:00-16:00Matt WharfRolle 306

Chemistry FocusQuantitative Chemistry

Planning safe science lessons

Starter – Phlogiston theory – What evidence supports the theory

Risk verses hazard

CLEAPSS Hazcards

Oxidising Magnesium practical.

Plenary - Lab rules, practical strategies and planning procedures?Wednesday Numeracy in Science09:00-12:00Matt WharfRolle 306

Starter – Numeracy taboo

Key words in science numeracy

Key numeracy topics in science

Specific Heat Capacity – Reasoning with equations

12:00-13:00 Lunch13:00-15:00Rolle 306Chemistry Focus bonding

Use of ICT – Using animation Apps – Ionic and covalent bonding

Reading Chapter 11 - Planning: from schemes of learning to lesson plans, Walsh E.&Chapter 22 - Health and safety in science, Bunyan, P (Hollins, M. (2011) ASE Guide to Secondary Science Education, Hatfield: Association for Science Education. ISBN: 978 0 86357 428 3).Chapter 8 - Technology-mediated learning, Webb, M. Osborne, J & Dillon, J (Eds) (2010) Good practice in science teaching: what research has to say. England: Open University Press, McGraw Hill Education. ISBN 978 033523858 3.

TO DO THIS WEEK Speak to school technicians about location of Hazcards and safety procedures.


WEEK 10 Week beginning 1tst Oct 2018FacultyTuesday Using Models Teaching Electricity

9:00-12:00Matt WharfRolle 306 Physics Focus Electricity

Biology Focus Genetics

Starter -

Key concepts in understanding ‘electricity’ – Circus of activities from the video Alpha, beta, gamma bowling ball analogy Comparing computer modelling to real life activities (Yenka Physics vs. electrical

kit) Modelling genes and DNAPlenary – Reviewing the pros and cons of Yenka modelling.

12:00-13:00 Lunch13:00-16:00Rolle 306

Frances Evans from ASE visiting

Twilight ASE event - TBA

Wednesday What makes a good activity?09:00-12:00Matt WharfRolle 306Chemistry Focus Patterns of Reactivity

Physics FocusWaves

Starter – Series 1 metals- What’s the point of the periodic table?- C4 module card sort activity & food web activity.

Plenary – Comparing a learning activity with an assessment activity

Importance of data analysis in food web lessons (not just general knowledge). How can you make it an active learning activity?

Starter - Types of creativity in science education

Creativity in science education

12:00-13:00 Lunch13:00-15:00Rolle 306 Alastair Cuthbertson from IOP visiting

ReadingIntroduction from Driver, R, Squires, A, Rushworth, P. and Wood-Robinson, V. (1994) Making Sense of Secondary Science. London: Routledge Falmer.Young people’s images of science Driver, R., Leach, J, Scott, P. and Millar, R. (1996) Philadelphia: Open University Press

TO DO THIS WEEKObserve at least one science lesson where you are focusing on the questioning strategies used by the teacher.


WEEK 11 Week beginning 8th Oct 2018Faculty

Tuesday An Introduction to formative assessment9:00-12:00Matt WharfRolle 306Physics FocusEnergy

Starter – Matching words and symbols.

Levels to no levels in science How would you assess pupils on the ideas relating to energy?

Plenary – Forms of assessment & Ideas on assessing energy.

12:00-13:00 Lunch13:00-15:00Matt WharfRolle 306Biology Focus – Cells and Tissues

Starter - Health and Safety True or False

Using biological material - Dissections and Cells

Wednesday Medium term and Long term planning9:00-12:00Matt WharfRolle 306

Starter – Mapping investigative skills

The argument for SC1 episodes vs whole investigations (investigation frame) (Bloom’s taxonomy) and how it relates to long term planning

Comparing long term planning and medium term planning.

Devise an investigation – Rates of reaction (Groups of 2 or 3)

Plenary – How does your observation lesson fit into the medium and long term planning?

12:00-13:00 Lunch13:00-14:40Rolle 306

Kate Whetter visiting from the RSCPlease make sure you have some form of IT for accessing RSC materials online.

Postgraduate open evening starts from 2pm. This doesn’t directly affect you but people interested in ITT may be visiting the room.

ReadingChapter 9 – Formative assessment in science, Black, P & Harrison, C. (Osborne, J & Dillon, J (Eds) (2010) Good practice in science teaching: what research has to say. England: Open University Press, McGraw Hill Education. ISBN 978 033523858 3).Inside the Black Box. Black, P. & Wiliam, D. London: Kings College LondonAvailable at http://ngfl.northumberland.gov.uk/keystage3ictstrategy/Assessment/blackbox.pdf

TO DO THIS WEEK Investigate assessment system used in your placement and review assessments of

pupils in your classes.


http://ngfl.northumberland.gov.uk/keystage3ictstrategy/Assessment/blackbox.pdf

http://ngfl.northumberland.gov.uk/keystage3ictstrategy/Assessment/blackbox.pdf

WEEK 12 Week beginning 15th Oct 2018Faculty

Tuesday Micro teaching 9:00-12:00Matt WharfRolle 306

Micro teaching sessions (To include - Contribution to the development of key words and Notation).

12:00-13:00 Lunch13:00-16:00Rolle 306

Continue micro teaching sessions

Plenary – Micro-teaching; self review, peer review and feedback.

Q&A with last year’s trainee(s)

Wednesday Teaching scale: Space9:00-11:00Rolle 306Physics Focus Space

Starter – Planets top trumps

Using planet top trumps.

Toilet roll solar system

Plenary – What will pupils appreciate? What would you like to try in school?

11:00-14:00 Coursework tutorials Review PT1 timetable, PDP and PT1 teaching file

Preparing for Practical Teaching 1

Professional Development Appraisals: PDP & SKP; Targets for Practical Teaching 1 (group & individual tutorials)

Module Evaluation

Before/after your tutorial you should use Rolle 302 to get on with your SKP, PDP/Target related tasks, lesson planning etc.

ReadingChapter 6 - Practical work, Millar, R (Osborne, J & Dillon, J (Eds) (2010) Good practice in science teaching: what research has to say. England: Open University Press, McGraw Hill Education. ISBN 978 033523858 3).Chapter 12 – Creativity in teaching science: stimulating learning, Keogh, B. & Naylor, S. (Hollins, M. (2011) ASE Guide to Secondary Science Education, Hatfield: Association for Science Education. ISBN: 978 0 86357 428 3).


Assignment Brief - 100% CourseworkEPGS615 - Assignment BriefPlanning a lesson where all learners can make progress. The assignment for this module is a 3000 word report where you examine in detail how to teach a particular lesson from the key stage 3 curriculum. You must plan a Key Stage 3* lesson but may draw upon a range of lessons. You need to use a range of literature, both subject specific and generic when considering the aims and objectives of that particular lesson but also when considering how you will try to meet the needs of all learners. You should use an actual class from your placement school as a focus for this assignment, but must address the needs of English as an Additional Language (EAL), Special Educational Needs and Disability (SEND) and Disadvantaged/Pupil Premium (PP) in your analysis of literature and in your planning, even if that class does not include someone with those needs. Within your writing you need to reflect on your observations of experienced teachers in your own subject area**. This should be in order to help relate theory to practice. You will be expected to use your reading to develop your own lesson plan to cover the same learning objectives as the chosen lesson. You need to include the lesson plan as an appendix and refer to it in your writing.*Year 9 classes who are being taught GCSE content do not count as Key Stage 3.**Scientists may choose any key stage 3 science lesson.PreparationIn the first few weeks you will be directed by your pathway tutor to carry out focused lesson observations on a range of different lessons to help you consider various aspects of pedagogy (teaching and learning concepts). You need to collect as much detail as possible during the lessons, including specific questions and pupil responses. You will make notes on the Focused Lesson Observation Form and have the opportunity to discuss the lessons with the teachers/your Subject Mentor/Subject Pathway Leader. You will need to choose a key stage 3 lesson as a focus for your assignment and it is highly recommended that you choose a lesson you have actually observed. This allows you to speak to the teacher about the context of this lesson (see point 1). .Please note the following:

1. In your report you need to explain how the objectives of the lesson you have chosen to plan fits in to the scheme of learning and wider curriculum. You will need to contextualise the learning, explaining how it fits in to the topic/Scheme of Learning/Curriculum. You need to consider the ‘learning journey’ of the pupils in the class. What knowledge and understanding of concepts and skills would students have previously learnt that are important for this lesson and then what this lesson will lead on to.

2. You need to use literature and your observations to describe/explain/justify your plan for for the chosen lesson. Your reflection on observations should analyse parts of the lessons which relate to your own lesson and relate what you have observed to the underpinning educational concepts. In doing this you need to link observations to pedagogy (wider and subject specific) from the module and weigh up pedagogical choices. You should include within the appendices all focused observation forms you have made reference to in your report.

3. You will need to create your own lesson plan to cover the objectives of the chosen lesson. The plan should be on the standard programme lesson plan proforma. You should include the


lesson plan in your report as appendix and make reference to it when explaining how you would teach the learning objectives.

Your report should be structured in a logical way with clear sections and appropriate headings. Your report should also have a contents page at the start and a list of references at the end. Your referencing should follow the Harvard system. References are included in the word count. You should make sure pupils, teachers and schools are anonymous.

Suggested FrameworkYou should include the following sections

— The learning objectives of the chosen lesson and the links to the National Curriculum— The ‘Learning Journey’— Pedagogical Choices

– Lesson content and structure– Meeting needs of all learners (incl. SEND, EAL and PP)

— Conclusion – How your lesson allows pupils to make progress


Submission requirements & Assignment checklistSubmission deadline: 9pm Monday 29th October 2018. We recommend that you submit your work before or at the start of the day and do not leave last minute adjustments etc., until the day of the deadline.

Please complete this checklist before submitting.

I have:Carefully read the Assessment grid (following page).Proof read my 3000 word report.

Included a contents page.

Suitably structured the report into clear sections with headings.Used Harvard referencing

Included my lesson plan as an appendix and made reference to it in my assignment.

Included completed observation forms as an appendix and made reference to them in my assignment.


PGCE Secondary Programme

EPGS615 Assessment Sheet Level 6

Date: First Marker:

Level 6 Module Outcome: [Provisional until confirmed at Assessment Board] PASS FAIL

High Level 6 Low Level 6 FailApplication of sufficiently robust specialist subject knowledge to their own observations, planning and presented work in faculty sessions and serial school practice

Knowledge and understanding of key concepts within the topic is demonstrated.

This knowledge and understanding is used to analyse the lesson’s place within the scheme of learning/topic and wider curriculum.

Relates some knowledge and understanding of key concepts within the topic area.

There is some relating of this knowledge and understanding, to the lesson’s place within the scheme of learning/topic and wider curriculum.

Knowledge and understanding of key subject and pedagogical concepts display major gaps, inaccuracies and/or serious misconceptions.

There is little or no awareness demonstrated of why this lesson is placed where it is.

Application of sufficient educational conceptual knowledge to the analysis of observed classroom practice, learners and teachers

Sufficiently wide use of educational knowledge of recognised good practice and ethics to demonstrate independent thinking, initiative and adaptation to ‘live’ classroom situations

Literature used is mostly relevant and sufficiently varied. The study identifies some different views from the literature and the resulting analysis.

There are a number of points made that are then related to well chosen aspects of the teaching and learning they have observed and also related to what they would do.

Literature used has some limitations regarding range, currency and/or appropriateness.

Some aspects of the observed lesson are related back to subject specific literature.

Some consideration is demonstrated for how subject specific literature has been used in the own planning.

Literature base seriously limited; insufficiently current and/or inappropriate.

There is very little, if any, linking of observation to subject specific literature.

There is very little, if any, consideration demonstrated for how subject specific literature is used in the own planning.

Independently structuring and communicating educational ideas, flexibly handling subject knowledge within individual and

The work is structured and presented to communicate ideas. Written expression is generally clear and coherent throughout with some

Work follows a structure, but may at times become unclear or confused. Some grammatical errors may impair communication at

Work weakly ordered and/or presented. Grammatical errors significantly impair communication. References are mostly inaccurate


collaborative tasks grammatical errors. References used are generally accurate and consistent.

times. References are attempted, but may contain errors and/or are used inconsistently.

and/or inconsistent.

Overall Comment A SOUND piece of work. Some engaging features with some strong aspects. Some aspects may need addressing.

Does meet the L6 Assessed Learning Outcomes

An ACCEPTABLE piece of work for level 6. Specific aspects require attention.

Does meet the L6 Assessed Learning Outcomes

An INADEQUATE piece of work. Significant aspects requiring attention.

Does NOT meet the L6 Assessed Learning Outcomes

Summary Comments

Feedforward Actions

Second Marker’s Comments

Signature: Date:


Please read the Assessment Grid, Summary Comments, Feedforward Actions and the in-text comments for further feedback on this assignment.


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