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Subject Knowledge
Development and
Didactics Journal for initial teacher training in
Science
at Liverpool John Moores University
Name
Year of Study
Subject Tutor
Liaison Tutor
Version 1.2 Secondary ITE Programmes Liverpool John Moores University
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Definitions1
ubject
“A branch of knowledge studied or taught in a
school, college, or university.”
nowledge
“Facts, information, and skills acquired through
experience or education; the theoretical or
practical understanding of a subject.”
“The sum of what is known.”
“True, justified belief; certain understanding, as
opposed to opinion.”
“Awareness or familiarity gained by experience of a fact
or situation.”
evelopment
“The process of developing or being developed2.”
“A specified state of growth or advancement.”
“An event constituting a new stage in a changing
situation.”
and
idactics
“The science, art, or practice of teaching.”
From the Greek didaktikós “skilled in teaching”.
Related to Pedagogy, which has its roots in methods and
practice of learning and teaching, with a focus on the
learner (derived from the Greek ἄγω "I lead", and παῖς "a
child")
1 From https://en.oxforddictionaries.com 2 Develop (def.) “Grow or cause to grow and become more mature, advanced, or elaborate.”
S K
D
D
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Table of Contents
Section 1 Principles for SKDD
Section 2 Guidelines for SKDD Journaling
Section 3 Subject Fundamentals
Section 4 Curricular Frameworks
Section 5 SKDD Activities
Section 6 References and Bibliography
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section one
Principles for Subject
Knowledge
Development and
Didactics
Teachers must… “Demonstrate
good subject and curriculum
knowledge… have a secure
knowledge of the relevant
subject(s) and curriculum areas,
foster and maintain pupils’
interest in the subject, and
address misunderstandings.”
(DFE, 2011)
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Teachers’ Standards, and in particular S3, require that trainee teachers demonstrate a
high level of subject knowledge and pedagogy. Subject knowledge is an essential
component of effective teaching, alongside effective pedagogical / didactic skills,
and contextual knowledge of learners, schools and policy.
Subject knowledge is complex and trainee teachers develop it in five key ways:
Student teachers’ prior knowledge (degree and industrial experience);
Pre-course subject knowledge enhancement, including self-directed activity and
SKE courses in shortage subjects set as a condition of entry;
In-course subject knowledge development/enhancement and ‘auditing’ in
university;
School-based mentoring and teaching practice, whilst on placement, alongside a
subject specialist teacher;
Student teachers’ personal responsibility to undertake self-directed object
knowledge development to expand and deepen knowledge and skill (outside of
university and placement).
Professional Teacher Knowledge
Banks, Leach and Moon (2005) introduced graphic model
Figure 1) to support the development of reflection in Initial Teacher Education (ITE).
Describing teacher professional knowledge as: subject knowledge, pertaining to
disciplinary content knowledge, school knowledge, pertaining to localised policy and
practice (including curriculum, behaviour, etc.), and institutional culture (i.e. what it
means to be a teacher in a specific context). Furthermore pedagogical knowledge,
pertaining to methods for learning, teaching, and assessment. These are not separate
areas, or spheres, of teacher knowledge, but interrelated aspects of teacher
knowledge that converge to develop a ‘personal subject construct’ (PSC); which could
be defined as the individual teacher’s vision for teaching and learning their subject, as
influenced by their knowledge of their subject, the school context and pedagogical
approaches.
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Figure 1
section two
Guidelines for Subject
Knowledge
Development and
Didactics Journaling
SKDD Journaling is an ongoing
process, and disposition of reflection
and self-evaluation, focusing on and
prioritising your subject knowledge
developed during your initial teacher
education and beyond. Curricula
change periodically and knowledge
within subjects can evolve over time,
with emphasis and priorities being
influenced by policy, society and
technology.
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Student teachers and mentors should regularly review subject knowledge development
and identify priority areas for development of subject knowledge for teaching. The
subject ‘fundamentals’, in section three, provide a broad framework for discussion
around subject knowledge, and aim to provide flexible and inclusive categories that
cover much of the knowledge that you will need to teach your subject.
Subject knowledge should be discussed with your subject-specialist, school-based ITT
Mentor, in weekly meetings, as part of the wider dialogue around your training and
development. Appropriate areas for development will include:
Gaps in your subject knowledge for content that is new to you;
Content that you have not studied for some time and need to refresh your
knowledge;
Content that you are going to be teaching in the next Phase of your training;
Areas of strength, where you need to break down your high-level/expert
knowledge into component parts to introduce it to learners for the first time;
Challenging your preconceptions and assumptions about what pupils
know/understand and motivations within your subject;
Identifying and exploring misconceptions and complex concepts/principles;
Figure 2 Pyramid model of subject knowledge
During your training, reflect on your developing subject knowledge for teaching and
make notes of where you have done so, setting targets for linked to short, medium and
long term planning for the lessons that are timetabled to teaching. When you are
making notes in relation to the subject ‘fundamentals’ (section three), it is helpful to
include
The date of the entry (and subsequent updates);
The specific aspect(s) of content knowledge that you focused on within the
‘fundamental’;
The class(es) that you developed the knowledge for and/or why you targeted
this for development;
Indicate how you went about developing the knowledge;
Subject knowledge
High-level subject knowledge: deep
knowledge in a narrower range of content.
Can lead to assumptions about learners’
knowledge and engagement, and need to
be broken down into ‘component’ parts
(concepts, principles, etc.).
Low-level subject knowledge: broad
range of content knowledge across the
range of the subject.
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Note the strategies/approaches you adopted (i.e. pedagogy/didactics) and the
impact they had on pupils’ learning;
Your next steps and targets for further development;
The SKDD Journal is your notebook, recording what subject knowledge you have
developed and how you have gone about it. Notes can include any additional and
relevant information, including concept maps (Figure 3) photographs or scanned
images of examples of your own or pupils’ work (Figure 4).
Figure 3 Example concept map from Geography
Figure 4 Example image from Art and Design
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section three
Subject
Fundamentals
The areas below describe broad,
‘umbrella’ areas of conceptual and
procedural knowledge fundamental
to the subject. You will identify specific
content knowledge and skills for each
category, and write a narrative of your
subject knowledge development
during your initial teacher education;
setting targets appropriate to the
stage of your training and needs (see
section two, above). Specific lists of
content knowledge can be found in
the relevant curricular frameworks (see
section four, below).
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Fundamental 1: All matter in the Universe is made of very small particles Atoms are the building blocks of all matter, living and non-living. The behaviour and arrangement of the atoms
explains the properties of different materials. In chemical reactions, atoms are rearranged to form new substances.
Each atom has a nucleus containing neutrons and protons, surrounded by electrons. The opposite electric
charges of protons and electrons attract each other keeping atoms together and accounting for the formation of
some compounds.
Notes on my development of subject knowledge for teaching:
Matter
1 Particle model 2 Separating mixtures 3 Periodic table 4 Elements
Reactions
1 Metals and non-metals 2 Acids and alkalis 3 Chemical energy 4 Types of reaction
Fundamental 2: Objects can affect other objects at a distance All objects have an effect on other objects without being in contact with them. In some cases, the effect travels
out from the source to the receiver in the form of radiation (e.g. visible light). In other cases, action at a distance is
explained in terms of the existence of a field of influence between objects, such as a magnetic, electric or
gravitational field. Gravity is a universal force of attraction between all objects however large or small, keeping
the planets in orbit round the Sun and causing terrestrial objects to fall towards the centre of the Earth.
Notes on my development of subject knowledge for teaching:
Forces
1 Gravity
Electromagnets
1 Voltage and resistance 2 Current 3 Electromagnets 4 Magnetism
Waves
1 Sound 2 Light 3 Wave effects 4 Wave properties
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Fundamental 3: Changing the movement of an object requires a net force to be acting on it A force acting on an object is not seen directly but is detected by its effect on the object’s motion or shape. If an
object is not moving, the forces acting on it are equal in size and opposite in direction, balancing each other.
Since gravity affects all objects on Earth there is always another force opposing gravity when an object is at rest.
Unbalanced forces cause change in movement in the direction of the net force. When opposing forces acting on
an object are not in the same line, they cause the object to turn or twist. This effect is used in some simple
machines.
Notes on my development of subject knowledge for teaching:
Forces
1 Speed 2 Gravity3 Contact forces 4 Pressure
Fundamental 4: The total amount of energy in the Universe is always the same but can be
transferred from one energy store to another during an event Many processes or events involve changes and require an energy source to make them happen. Energy can be
transferred from one body or group of bodies to another in various ways. In these processes, some energy
becomes less easy to use. Energy cannot be created or destroyed. Once energy has been released by burning a
fossil fuel with oxygen, some of it is no longer available in a form that is as convenient to use.
Notes on my development of subject knowledge for teaching:
Energy
1 Energy costs 2 Energy transfer 3 Work 4 Heating and cooling
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Fundamental 5: The composition of the Earth and its atmosphere and the processes occurring
within them shape the Earth’s surface and its climate Radiation from the Sun heats the Earth’s surface and causes convection currents in the air and oceans, creating
climates. Below the surface heat from the Earth’s interior causes movement in the molten rock. This in turn leads to
movement of the plates that form the Earth’s crust, creating volcanoes and earthquakes. The solid surface is
constantly changing through the formation and weathering of rock.
Fundamental 6: Our solar system is a very small part of one of billions of galaxies in the Universe
Our Sun and eight planets and other smaller objects orbiting it comprise the solar system. Day and night and the
seasons are explained by the orientation and rotation of the Earth as it moves round the Sun. The solar system is
part of a galaxy of stars, gas and dust, one of many billions in the Universe, enormous distances apart. Many stars
appear to have planets. Notes on my development of subject knowledge for teaching:
Earth
1 Earth structure 2 Universe 3 Climate 4 Earth resources
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Fundamental 7: Organisms are organised on a cellular basis and have a finite life span All organisms are constituted of one or more cells. Multi-cellular organisms have cells that are differentiated
according to their function. All the basic functions of life are the result of what happens inside the cells that make
up an organism. Growth is the result of multiple cell divisions.
Fundamental 8: Organisms require a supply of energy and materials for which they often
depend on, or compete with, other organisms
Food provides materials and energy for organisms to carry out the basic functions of life and to grow. Green plants
and some bacteria are able to use energy from the Sun to generate complex food molecules. Animals obtain
energy by breaking down complex food molecules and are ultimately dependent on green plants as their source
of energy. In any ecosystem there is competition among species Notes on my development of subject knowledge for teaching: Organisms
1 Movement 2 Cells 3 Breathing 4 Digestion
Ecosystems
1 Interdependence 2 Plant reproduction 3 Respiration 4 Photosynthesis
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Fundamental 9: Genetic information is passed down from one generation of organisms to
another
Genetic information in a cell is held in the chemical DNA. Genes determine the development and
structure of organisms. In asexual reproduction, all the genes in the offspring come from one parent. In
sexual reproduction, half of the genes come from each parent.
Fundamental 10: The diversity of organisms, living and extinct, is the result of evolution
All life today is directly descended from a universal common ancestor that was a simple one-celled
organism. Over countless generations, changes resulting from natural diversity within a species lead to
the selection of those individuals best suited to survive under certain conditions. Species not able to
respond sufficiently to changes in their environment become extinct.
Notes on my development of subject knowledge for teaching:
Genes
1 Variation 2 Human reproduction 3 Evolution 4 Inheritance
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section four
Curricular
Frameworks
Content knowledge taught in subjects
changes over time, through curriculum
development and as new knowledge
is generated in the field. An effective
teacher must be able to manage
change and have a mind-set that
enables them to develop and
construct their subject knowledge. This
is an important disposition for the
resilient and effective teacher.
This section identifies the current
curricular frameworks for your subject,
and other supporting information and
guidance. These provide the specific
content knowledge that is taught in
schools. Use the subject
‘fundamentals’ (section three, above)
to aid your reflection regarding
related ideas and activity in your
subject.
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Curricular Frameworks Document URL
National Curriculum Programme
of Study for key stages 1 to 3
https://www.gov.uk/government/collections/nati
onal-curriculum
GCSE Subject Content https://assets.publishing.service.gov.uk/governm
ent/uploads/system/uploads/attachment_data/f
ile/381380/Science_KS4_PoS_7_November_2014.
GCE AS and A Level Subject
Content
https://www.gov.uk/government/publications/g
ce-as-and-a-level-for-science
Subject Associations and Groups Name URL
Expert Subject Advisory Groups
(ESAG)
http://expertsubjectgroups.co.uk/
Association for Science Education https://www.ase.org.uk/
Awarding organisations Organisation URL
Assessment and Qualifications
Alliance (AQA)
http://www.aqa.org.uk/
Oxford, Cambridge and RSA
(OCR)
http://www.ocr.org.uk/
Pearson Qualifications (Edexcel) https://qualifications.pearson.com/en/home.html
Welsh Joint Examination Council
(WJEC)
http://www.wjec.co.uk/
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section five
SKDD activities
The SKDD activities, below, are
designed to support student teachers
in their self-directed subject
knowledge development. The
structured activities are mandatory
and linked to SKDD sessions (with
subject tutors), with recommended
activities for personalised learning. The
recommended activities should be
discussed in weekly meetings (student
teachers and mentors) and used to
personalise training and encourage
deeper reflection on content and
pedagogical knowledge.
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Activity 1 Microteaching and Sharing Practice During the introductory SKDD week, in September, you will plan and deliver a 10-minute lesson with your
peers. The topic and teaching style for the session will be agreed in advance with your subject tutor, and
you will have time to prepare before delivering. As part of the preparation, you should read the following
chapter on teaching styles: Carpenter, C and Bryan, H. 5.3 Teaching Styles. In S. Capel, M. Leask and S. Younie (2016). Learning to teach in the
Secondary School: a companion to school experience (seventh edition). Abingdon, UK: Routledge. pp 368-384.
As part of your planning, you should produce an appropriate learning resource (e.g. visual aid,
worksheet, etc.). ICT (i.e. a computer and project) will not be available for the microteach session. As a
follow up to this activity, you will share what you have learnt with teachers in your Home School
placement, in a Mentor Meeting with your ITT Mentor, a Subject Department Meeting or by producing a
resource to summarise a range of teaching styles and how they might apply in your subject (e.g.
Mosston’s Spectrum).
Session Focus:
Teaching Style:
Session Outline
Resources
Self-evaluation (including tutor & peer feedback) Areas for development (targets and actions)
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Activity 2 Level 2 Specification Audit
Identify a relevant Level 2 (e.g. GCSE, BTEC, etc.) qualification taught in your Home School that you will
be solo or team teaching. Read the content knowledge section in the specification document, auditing
your knowledge and identifying key areas of strength. Next, identify areas for development in knowledge
and/or skills that you will be required to teach; and set targets for how you will address them.
Examination paper/Unit
Awarding
Organisation Qualification
Areas of strength (highlight ‘new’ knowledge for teaching)
How/where were they developed? (e.g. on your degree, personal study, etc.)
Areas for development (highlight when achieved)
Key action point (to be developed in the Weekly Meeting Record)
Date completed:
Mentor comment
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Activity 3 Level 2 Examination Paper Audit Consider the most recent examination (e.g. GCSE, BTEC, etc.) for the Level 2 specification used in the
specification audit.
Read last years Past Paper materials on the awarding organisation (AO).
Discuss with the ITT Mentor and identify key areas for development.
Sit the paper, or appropriate elements (linked to individual needs), in exam conditions.
Read the Mark Scheme provided by the AO.
Read the Examiners Report for the specification.
Mark and discuss your results with your ITT Mentor.
Examination paper/Unit
Awarding
Organisation Qualification
Areas of strength (highlight ‘new’ knowledge for teaching)
How/where were they developed? (e.g. on your degree, personal study, etc.)
Areas for development (highlight when achieved)
Key action point (to be developed in the Weekly Meeting Record)
Date completed:
Mentor comment
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Activity 4 Evaluating and Adapting Learning Resources
Student teachers should spend time selecting, evaluating and adapting a range of current resources
that are used at their Home School, as part of their units and schemes of work, or obtained from external
sources (e.g. free or paid online teacher resources). As part of your development, select a resource (e.g.
homework, worksheet, etc.) to critically review and adapt for one of your lessons taking into
consideration standard S5 (Differentiation).
Description of resource3 (including the source, age range and expected outcomes)
Critique of the original resource (including the benefits and limitations)
Summary of adaptions (including differentiation of learning and links to assessment)
Evaluation of the adapted resource4 (considering the impact on learning)
3 Include a rough sketch, screenshot, photo or scanned image. 4 Ibid.
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Activity 5 Transition (key stage 2 to 3)
Read the statutory requirements for key stage 2, including formal assessment arrangements and how
your subject is taught in this phase of education. Discuss the Year 6/7 transition arrangements in your
Home School, for pupils from local ‘feeder’ primaries, with the Head of Department / Subject Lead.
Consider the questions below:
What does the department know about the primary curriculum experiences of their current Y7
students? (curriculum content, teaching and learning activities)
How do teachers gain insights about these curriculum experiences? What helps or hinders this
process?
Does the school/department have assessment data about their students’ performance in the
subject at the end of Key Stage 2? Why/ why not? Do they find this data useful? Why / why not?
How is the subject taught in key stage 2? What are the similarities and difference to key stage 3?
Write a reflection, below, about how effectively you have catered for Year 7 learners; based on your
knowledge about prior learning and/or attainment in key stage 2. What are the emerging issues and
actions you may wish to take?
Reflection (including how your perspective has been renewed)
Implications for future practice
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Activity 6 Transition (key stage 4 to post 16)
Set up a focus group with a group of year 11 students in your subject, and discuss their aspirations for their
education and career following GCSEs. Then discuss the findings with your ITT Mentor and/or the Head of
Department. Consider the questions below:
What are the key differences between key stage 4 and post 16? (These may include the physical,
social and cognitive development of teenagers, curriculum content, teaching and learning
activities, etc.)
How does the key stage 4 curriculum and the teachers prepare students for the transition to post
16? What helps or hinders this process?
How is the subject taught post 16? What are the similarities and differences to key stage 4?
Write a reflection below about your readiness to support transition from key stage 4 to post 16. This may
be based on your knowledge about the curriculum, student aspirations and development. What are the
emerging issues and actions you may wish to take?
Reflection (including how your perspective has been renewed)
Implications for future practice
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Activity 7 Sharing Personal Subject Knowledge Development During the SKDD sessions in the February training block, you will deliver a 5-minute presentation to your
peers on an aspect of subject knowledge for teaching that you have developed in Phase 1 or 2
Rationale (Why did you develop the subject knowledge for teaching?) (Preparation before)
Process (How did you develop the subject knowledge for teaching?) (Preparation before)
Reflection (What are the implications for your future subject knowledge development including peer
feedback?) Following the session
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Activity 8 Learning Outside The Classroom (LOTC) The ‘classroom’ can be described as the ‘normal’ environment for learning in your subject in timetabled
lesson. What are the alternative environments when your subject can be taught to develop and enrich
children’s knowledge and understanding?
Write a reflection, below, on an experience of learning outside of the classroom in your subject. This could
include activities that you have supported or planned in school, or as part of your university-based SKDD.
What are the emerging issues and actions you may wish to take?
Reflection (including the practical aspects of planning, risk assessment, communication, etc. and
how your perspective has been renewed as a result of the activity)
Implications for future practice
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Activity 9 Risk Assessment
What do you understand by the words Hazard and Risk?
A risk assessment is simply a careful examination of what, in your work, could cause
harm to people, so that you can weigh up whether you have taken enough
precautions or should do more to prevent harm.
Five simple steps:
Step 1 Identify the hazards
Step 2 Decide who might be harmed and how
Step 3 Evaluate the risks and decide on precautions (control measures)
Step 4 Record your findings and implement them
Step 5 Review your assessment and update if necessary
Likelihood of
occurrence
Likelihood
Score
Severity of
Outcome
Outcome
Score
Improbable
except in freak
circumstances
1 No visible effects 1
Unlikely 2 First Aid requires 2
Quite possible 3 Serious injuries 3
Likely 4 Severe injuries 4
Inevitable 5 Fatality/Multiple
casualties 5
Risk Factor = Outcome x Likelihood
1 – 7 = Low Priority (acceptable risk)
8 – 14 = Priority (requires attention)
15 – 25 = High Priority (unacceptable risk)
Task: Research and write a Risk Assessment for a practical activity of your choice from
the 2014 KS3 Science curriculum
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Recommended activities
The activities below may be used by student teachers, in discussion with their ITT Mentor, Personal/Liaison
Tutor and/or Subject Tutor to personalise subject knowledge for teaching. Any relevant documentation
produced should be printed and stored in the relevant section of the QTS Training and Development File
and/or Placement Experience File; and recorded in your LJMU ITT Tracker audit page for the appropriate
standard.
1. Engage with your subject association (see www.subjectassociations.org.uk).
2. Undertake a formal risk assessment, including the hazards, risks and controls, for a
relevant activity in your subject. Store it in your Placement Experience File.
3. Review a relevant Level 3 qualification and examination material, and set targets
for subject knowledge development. Record targets and actions in your Weekly
Meeting Record(s).
4. Review and critique an off-the-shelf learning resource with your ITT Mentor.
Record in a lesson plan and evaluation.
5. Design an original learning resource for one of the classes you teach. Record in a
lesson plan and evaluation, and store it in your Placement Experience File.
6. Design an original (or adapt an existing) resource for teaching problem solving
for a specific group of learners, keeping a copy of it, and any feedback
evaluation in your Placement Experience File.
7. Adapt an off the shelf teaching resource to incorporate differentiated learning
outcomes and tasks for a specific group of learners for whom you are responsible.
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section six
References and
Bibliography
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References
Banks, F. Leach, J. and Moon, R. (2005). Extract from new understandings of teachers' pedagogic
knowledge, The Curriculum Journal, 16(3), pp.331-340, DOI: 10.1080/09585170500256446
DFE (2011). Teachers’ Standards. London: Department for Education. Available at
http://www.education.gov.uk/publications
Bibliography The list below provides a wide range of sources of relevant subject knowledge, which may support you in
consolidating existing and developing new knowledge; as well as supporting lesson planning and
preparation, and resource design.
Abrahams, I. (2010) Practical work in secondary science: a minds-on approach, London: Continuum
International Pub. Group
Braund, M. (2008) Starting science... again? : making progress in science learning, London: SAGE
Publications Ltd.
Dawkins, R. (2006) (3rd ed) The selfish gene, Oxford: Oxford University Press
Inglis, M., Mallaburn, A., Tynan, R., Clays, K., & Jones, R. (2013). Insights from a Subject Knowledge
Enhancement Course for Creating New Chemistry and Physics Teachers. School Science Review, 94(349),
101-107.
Mallaburn, A., Seton, L and Goodwin, M (2018). Chemistry: The essential spark for engagement.
Education in Science, 272. pp. 26-27.
Osborne, J & Dillon, J. (2010) (2nd ed.) Good practice in science teaching: what research has to say,
London: Open University Press
Reiss, Michael J. (2011)(2nd ed.) Teaching secondary biology, London: Hodder Education
Sang, David. (2011) (2nd ed.)Teaching secondary physics, London: Hodder Education
Seton, L., Mallaburn, A,. & Goodwin, M. (2018). Research Focus: Nurturing socio-economically challenged
learners' curiosity in chemistry. Education in Science, 272. pp. 28-29.
Taber, Keith. (2012) (2nd ed.)Teaching secondary chemistry, London: Hodder Education
Tynan, R. J., Mallaburn, A., Jones, R., & Clays, K. (2014). Subject knowledge enhancement (SKE) courses
for creating new chemistry and physics teachers: do they work? School Science Review, 95(353), 85-94.
Tynan, R. J., Jones, R. B., Mallaburn, A., & Clays, K. (2016). Working towards evidence based practice in
science teaching and learning. School Science Review. 97(361), 109-115.
Tynan, R. J., Jones, R. B., Mallaburn, A., & Clays, K. (2016). Subject knowledge enhancement courses for
creating new chemistry and physics teachers: the students’ perceptions. School Science Review. 98(363),
109-114.
Wood-Robinson, V. (2006) ASE guide to secondary science education, London: ASE, John Murray
Specific subject knowledge resources
Adams, S and Clays, K. (2015) Revise OCR AS/A level Physics Revision Guide London: Pearson
Anning, P. (2017) AQA Physics for GCSE Combined Science: Trilogy Revision Guide
Brentnall, D and Grinsell, M. (2016) Revise OCR AS/A level Chemistry Revision Guide London: Pearson
Miles, H. (2017) AQA Biology for GCSE Combined Science: Trilogy Revision Guide
Orwin, S. (2017) AQA Chemistry for GCSE Combined Science: Trilogy Revision Guide
Parker, K and Pearson, C. (2016) Revise OCR AS/A level Biology Revision Guide London: Pearson
Developed by Ken Clays (2019)
Department of Teacher Education
School of Education
Liverpool John Moores University
IM Marsh Campus,
Barkhill Road, Liverpool, L17 6BD
Email: k.clays@ljmu.ac.uk
Recommended