PGCE Science 2011/12 - King's College London · PGCE Science 2011/12 . ... includes biology, chemistry, earth science, physics and scientific enquiry from Years 1 to 11. Our ... AS/A2

School of Social Science and Public Policy Department of Education and Professional Studies

PGCE Science 2011/12 Handbook

PGCE Science Director Programme Administrators Professor Justin Dillon Christina Ripley 0207 848 3162 [email protected] Deborah Stitt 0207 848 3160 020 7848 3096 [email protected]

mailto:[email protected]

2

Contents

3

COURSE AIMS .............................................................................................................................................. 4

YOUR COMMITMENT ................................................................................................................................... 5

SCIENCE STAFF ............................................................................................................................................. 6

YOUR PERSONAL PROFESSIONAL DEVELOPMENT ......................................................................................... 7

ESSENTIAL READING ................................................................................................................................................. 7 RESOURCES ............................................................................................................................................................ 8 INDIVIDUAL TUTORIALS AND SCIENCE TUTOR GROUPS .................................................................................................... 9

MICROTEACHING ......................................................................................................................................... 9

COMPONENTS OF THE PGCE SCIENCE PROGRAMME ................................................................................... 11

SCIENCE TUTOR GROUP (STG) SESSIONS ................................................................................................................... 11 SCIENCE SUBJECT GROUPS (SG) ............................................................................................................................... 13

AUTUMN TERM 2011 ................................................................................................................................. 16

SPRING TERM 2012 .................................................................................................................................... 36

SUMMER TERM 2012 ................................................................................................................................. 44

APPENDIX 1 ............................................................................................................................................... 45

SCIENCE EDUCATION ACRONYMS AND ABBREVIATIONS ................................................................................. 45

APPENDIX 2 ............................................................................................................................................... 46

READING LIST .................................................................................................................................................... 46

APPENDIX 3 ............................................................................................................................................... 48

LONDON SCIENCE VISITS .................................................................................................................................. 48

Course Aims

4

In England, all students aged five to sixteen in state schools study a ‘balanced’ course of science that includes biology, chemistry, earth science, physics and scientific enquiry from Years 1 to 11. Our course is designed to prepare science teachers to work in secondary schools as part of a team, which teaches science up to Year 11, and a specialist science to Years 12 and 13 (the ‘sixth form’). The overall aim of this course is to make you an effective teacher and help you develop high professional standards. It is the start of your professional learning journey, which will continue throughout your career. The King’s PGCE course offers opportunities to:

1 develop research‐informed practice and build awareness of difficulties in learning science; 2 relate teaching strategies to an understanding of how children learn; 3 manage a variety of ways of organising practical work in school laboratories, including

demonstrations, group work and circuses; 4 develop a wide‐ranging repertoire of teaching strategies that incorporate an active learning

approach; 5 use a variety of types of assessment to monitor progress, inform future teaching and

encourage learning; 6 develop an awareness of How Science Works and how you can incorporate this approach

into your teaching; 7 recognise the strengths and opportunities offered through learning in formal and informal

contexts; 8 develop skills in the use of ICT in science teaching; 9 evolve a range of teaching strategies for the effective management of children in a science

laboratory/classroom; 10 make use of London as a resource for informing your practice.

PGCE Course Organisation Sessions are taught either as separate Biology, Chemistry and Physics Subject Groups (SGs) or as mixed groups formed from several tutor groups resulting in four Science Tutor Groups (STGs). There are also a number of tutorials providing the opportunity for personal support. For the first part of the course, you will spend Monday afternoons in Professional and Policy Studies (PPS) lectures and seminars with trainees from across the range of subjects for PGCE.

Your Commitment

5

Our Expectations of You The PGCE day runs from 9.30 – 4.30pm, during the college part of the course. Some of the time we will be expecting you to research and use resources, while others will be directed workshops and lectures. While we realise that you will have your own preferred ways of working, part of your professional commitment will be demonstrating that you can work collaboratively with other people. Hence you will need to organise how you do this with others, when tasks are set outside the workshop and lecture sessions. We expect that you will:

• arrive early for each college session, so that you can use resources, share and check ideas with peers, and see tutors where necessary;

• check both the PGCE and Science notice‐boards at the start of each college day; • check your pigeonhole regularly; • check college email regularly; • attempt all pre‐session and post‐session activities; • attend all sessions; • organise dental, doctor’s and other appointments outside session times; • inform the PGCE Office on the morning of any day that you cannot make a session and

inform and discuss any absence with your personal tutor; • inform PGCE office, personal tutor, subject director and Director of PGCE Science of any

change of address or contact details • participate fully in all sessions, working collaboratively and supporting peers in their

professional learning; • return books and resources to their appropriate place and clear apparatus onto the trolleys

in the labs; • clear away rubbish at the end of each session and leave the furniture tidy; • be proactive in your own professional development; • be courteous to tutors, technicians, administrators and each other; • support your fellow trainees, whenever possible; • make every effort to act safely in college, in school and on out‐of‐school visits.

Science Staff

6

The Science and Technology Education Group (STEG) is one of the largest subject groups within the Department of Education and Professional Studies at King’s. It has a high profile in terms of research, curriculum development and teaching, both in the UK and worldwide. As well as PGCE teaching, we teach Masters, PhD and EdD courses for teachers. We have carried out research in cognitive acceleration, scientific enquiry, formative assessment, argumentation, teaching about the history and nature of science, teaching and learning science beyond the classroom and communicating science in informal settings such as museums and science centres. Academic Staff

Staff Member Initials Room Telephone020 7848 ‐

Email address

Dr Anne Bowker AB 1/23 TBC [email protected] Judy Brophy* JB 1/14 3542 [email protected] Dr Bob Burstow BB 1/2 3438 [email protected] Dr Jennifer DeWitt JDW 1/23 3111 [email protected] Prof. Justin Dillon (i/c Chemistry/Science) JD 1/7 3096 [email protected] Melissa Glackin (i/c Biology) MG 2/24 3112 [email protected] Helen Gourlay (i/c Physics) HG 1/24 3542 [email protected] Paul Grant PG ‐ ‐ [email protected] Dr Chris Harrison CH 1/3 3110 [email protected] Dr Heather King HK 3/16a 3820 [email protected] Alex Manning (i/c Physics) AM 1/24 3542 [email protected] Brian Matthews* BM 1/14 3542 [email protected] Dr Elaine Regan ER 3/16 3822 [email protected] Rachel Thomas* RT 1/14 3542 [email protected] * Visiting tutor

Other Science Staff Emeritus Professor Philip Adey Emeritus Professor Paul Black John Barker (Visiting Senior Lecturer) Dr Robert Fairbrother (Visiting Senior Lecturer) Emeritus Professor John Gilbert (Visiting Professor) Emeritus Professor Angela McFarlane (Visiting Professor) Dr Mike Poole (Visiting Senior Lecturer) Dr Michael Shayer (Visiting Professor)

Technical Support Tony Barnet; Rm LG/10; 0207 848 3131; [email protected]

Your Personal Professional Development

7

You will be responsible for planning a programme for your own professional development. Part of this will be your response to a number of tasks, some of these school‐based, which will be set either in Science Tutor Group sessions, Science Subject Group sessions or recommended by your personal tutor, mentors or other King’s tutors. Part will be organised by yourself in that we expect you to work out and carry out on‐going development to fill gaps in knowledge, to extend understanding in particular areas and to provide opportunities for you to research and involve yourself in areas of education that you find interesting.

The resources listed below are to help you in designing your programme for individual development. Your first opportunity in the course to start thinking about your individual development will be in Week 2, when you will be asked to assess your subject knowledge in relation to the demands of teaching the science in the National Curriculum. The results of this assessment will then be discussed in Tutorial 1 on Friday 23rd September so that you can begin to formulate an individual development plan. You will be expected to discuss your progress with this at each of the Tutorial sessions with your personal tutor.

Essential reading You will need a good set of GCSE books to support your background knowledge in Science and an A‐level book in your specialist area. Examples include:

Biology

GCSE Mackean, D. (2002) GCSE Biology, London: Hodder Education

AS/A2 level Roberts, M. (1986) Biology: A Functional Approach, London: Nelson Thornes

Chemistry

GCSE Clark, J. (2009). Edexcel IGCSE Chemistry. Harlow: Pearson Ryan, L. (2006). New Chemistry for You. London: Nelson Thornes

AS/A2 level Hill, G. et al. (2000). Chemistry In Context. London: Nelson Thornes Lewis, E. and Berry, M. (2000). AS and A level Chemistry. London: Longmans Lister, T. and Renshaw, J. (2000). Understanding Chemistry at Advanced Level. London: Stanley

Thornes

Physics

GCSE Duncan, T. (2001). GCSE Physics. London: Hodder Education

AS/A2 level Adams, S. and Allday, J. (2000). Advanced Physics. Oxford: OUP.

8

A copy of the latest version of the National Curriculum for Science. At the time of writing the current version of the science curriculum for Key Stage 3 could be obtained here: http://curriculum.qcda.gov.uk/key‐stages‐3‐and‐4/subjects/key‐stage‐3/science/index.aspx The core science curriculum for Key Stage 4 could be obtained here: http://curriculum.qcda.gov.uk/key‐stages‐3‐and‐4/subjects/key‐stage‐4/science/index.aspx Hollins, M. (2010). ASE Guide to Secondary Science Teaching. Hatfield: Association for

Science Education. Osborne, J. and Dillon, J. (2010). Good Practice in Science Teaching: What research has to say.

Maidenhead: Open University Press. You are strongly recommended to read the following books: McDuell, B. (2000). Teaching Secondary Chemistry. London: John Murray. Osborne, J.F. & Freeman, J. (1989). Teaching Physics: a Guide for the Non‐specialist. Cambridge:

Cambridge University Press. Out of print but copies in library. Reiss, M. (2000). Teaching Secondary Biology. London: John Murray. Sang, D. (2000). Teaching Secondary Physics. London: John Murray. Sang, D. and Wood‐Robinson, V. (2002). Teaching Scientific Enquiry. London, John Murray Wellington, J. & Osborne, J.F. (2001). Language and Literacy in Science Education. Buckingham: Open

University Press. The reading list (Appendix 2) points you towards a range of books that which give a background to many of the issues that you will encounter in science education.

Resources As well as the resources in the library, there are books, examination papers, slides, videos, models and games and other resources in LG/5, LG/7, LG/8 and LG/11. We are happy for you to consult these, but for SE1 teaching practice they are for reference purposes only and usually cannot be borrowed, as trainees and staff use them most days and some evenings. We operate a trust system and are happy for you to use any of the resources in the laboratories or neighbouring rooms and request that you return these to the appropriate shelf or cupboard after use. Should you wish to use a resource for teaching in your SE2 school you must liaise with a technician. They will know whether the resource has been booked for a college teaching session or whether it is available over the following week. You must ensure you return the resource by the end of the week in which you require it for teaching. The technicians store some of the ICT materials and other resources and you will need to request these from them and return them to the technicians after use. The technicians also have a collection of portable computers, which are available for loan.

http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-3/science/index.aspx

http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-4/science/index.aspx

9

Individual tutorials and Science Tutor Groups You will be allocated a Personal Tutor from amongst the science education staff at King’s. Each Tutor Group is part of a larger Science Tutor Group (STG) and will form your teaching group for approximately half of the science course. Some of our personal tutors are part‐time and if you require support on a day when they are not in College, you should contact whichever full‐time staff member is part of your Science Tutor Group.

Science Tutor Group (STG)

Personal tutors

Aardvarks Chris Harrison Judy Brophy*

Bushbabies Justin Dillon Brian Matthews*/Helen Gourlay

Cheetahs Melissa Glackin Rachel Thomas*

Dolphins Alex Manning Lezli Weintrobe*

* Visiting tutor The personal tutor’s role is to oversee your progress throughout the course. S/he also has the responsibility for writing any references that you need for job applications. Individual tutorials are an opportunity to review your work on a one‐to‐one basis with your tutor. You may reflect on recent reports or lesson evaluation forms and review your Professional Development Profile. What is

the tutorial well prepared, having reflected on your previous te ways forward for the next phase of training.

essential is that you come along to experiences and decided on appropria

Microteaching These sessions provide an opportunity for you to be videoed whilst you are explaining some science, so that you can see how you appear as a teacher. You will work in pairs and take it in turn to teach your peers some science. You can use audio‐visual aids or even short demonstrations, but you will only be given 15 minutes between you to explain something scientific (see the list below). Please work out where in the school curriculum your question is likely to fit and organise the teaching for that age group, paying particular attention to language use and your pupils’ ability to interpret different forms of data. If you need a practical demonstration, please order from Tony (LG/10 ext 3131) one week in advance of your microteaching session. Please email him your requirements once you have spoken with him. If you wish to use PowerPoint, you are limited to 8 slides for your pair. You are strongly encouraged to make use of the interactive whiteboards (IWB) and not just use them as a projection screen. Your peers will be both the whole class (which gives them a good opportunity to consolidate and strengthen their subject knowledge) and they will give you some initial feedback on how you have done. You are expected to watch the video and to write, individually, a 200‐300 word evaluation of how well you think you did in your microteaching session. Think about your classroom presence, your ability to explain and how you interact with the resources and audio‐visual approach you select. You should identify strengths as well as areas for improvement. Based on your own analysis, and the feedback from your peers, choose 2‐3 targets on which you need to focus to improve your teaching. Clearly, students in those pairs who do their microteaching later can also link their microteaching to

10

the development of their teaching skills in their SE1 school. You may share your video clip and evaluation with your personal tutor and with your mentor in SE1 and SE2. You can also use it to help you reflect at specific points throughout the course to gauge the progress you are making. It would also be useful to be videoed during SE1 and SE2 teaching practices to help you with this comparison and reflection exercise. Topics:

1. How do parachutes work? 2. Why is it quicker to boil a potato than bake it? 3. How useful is the periodic table? 4. How has carbon dating improved our understanding? 5. Is alternative energy a viable option in the UK? 6. What factors might industry consider when testing new catalysts? 7. How are glucose levels maintained in the blood? 8. How are xerophytes specialised to survive in dry areas? 9. What is homeostasis and what part does the kidney play in this? 10. What is the reactivity series? 11. What role do fungi play in nature? 12. How are metals extracted from their ores? 13. What is the theory of natural selection? 14. How are electrostatic forces used in industry?

Peer Feedback This will be initially through discussion. Following each microteaching slot, peers will discuss aspects of the teaching in small groups using the following criteria:

Accuracy of scientific knowledge presented Use of appropriate terminology Clarity of explanations Skill in developing and linking ideas Use of audio‐visual/resources/practical demonstration Classroom presence Use of voice and pace of delivery

Each group will provide a written summary of the microteaching for each pair under the headings of Strengths, Areas for Improvement and Targets. There will then be a general discussion of ideas from the peer assessment, which will provide opportunity to focus on specific aspects of the microteaching and how these ideas play out in real classrooms. This will allow you to share pointers that you have picked up from your SE1 experience in schools.

Components of the PGCE Science Programme

11

There are three components to the science part of the PGCE:

1. Tutorials 2. Science Tutor Group (STG) sessions 3. Science Group (SG) sessions

Tutorials The tutorial sessions will take place with your personal tutor. They will either be group or individual sessions. (See list of tutors on page 9.) Science Tutor Group (STG) Sessions In these sessions, students will be in mixed Biology, Chemistry and Physics groups formed from two or more personal tutor groups. There are 30 STG sessions on the programme. The STG sessions will run as follows:

9.30 am – 12.30 pm and 1.30 pm – 4.30 pm

Some of this time will be in workshops, while other parts of it will be allocated to researching resources or working collaboratively with peers in pairs or small groups. During weeks 4‐10, the Monday morning workshop sessions will conclude at 11.55am to allow time for microteaching sessions from 12.05pm. The aim of the STG sessions is to combine what you see and experience in practice in your schools with the underlying research, theory and historical settings of science education. The STG topics have been grouped into four themes:

• Teaching skills • Assessment • How students learn • Practical work and the use of evidence

The ‘Tutorial part’ column in the table below suggests topics you may wish to discuss with your tutor in addition to anything arising from the main session. The ‘Research focus’ column in the table below refers to the area within science education research, or Education research more generally, on which some of the ideas in the session are based.

STG Date Main Session Tutorial part Research focus

1 Thursday, September 22 (am) National Curriculum & Teaching Approaches

Outline of STG work SPACE Project

2 Thursday, September 22 (pm) KS2/3 Primary Science and Progression

Placements

3 Monday, September 26 (am) Learning 1 Children’s Thinking & Learning

PlacementsOrganising microteaching and resource portfolios

Constructivism CLIS

4 Monday, October 3 (am) Lesson Planning 1 Objectives and Observing)

Microteaching 1 1st Day in School; Q standards + PDP

5 Monday, October 10 (am) Behaviour Management

Microteaching 2 Feedback from schools

6 Monday, October 17 (am) Lesson Planning 2Sequencing (NC → SOW → lesson plans)

Microteaching 3 SSA1 Portfolio work

7 Monday, October 24 (am) Lesson Planning 3 Starters, Plenaries & DARTs

Microteaching 4 Past students experiences Lesson planning feedback

8 Monday, October 31 (am) Approaches to KS3 Science

Microteaching 5 SSA2

9 Monday, November 14 (am) Assessment for Learning – The Role of Talk and Questioning in Probing Thinking

Microteaching 6 Approaches to equity

The Black Box Dialogic Teaching

10 Monday, November 21 (am) Assessment for Learning – The role of feedback

Microteaching 7

The Black Box

11 Monday, November 28 (am) Differentiation and Inclusion SSA3

12 Monday, December 5 (am) Language and Literacy Lesson plansQ standards + PDP

13 Monday, December 12 (am) Summative Assessment: Tests and Exams

Feedback from Shell Education Day

ARGEPPI review

14 Thursday, December 15 (am) Dialogic Teaching Exploring TalkQ standards + PDP

Dialogic teaching

15 Thursday, December 15 (pm) Reflection, review and evaluation of lessons: Formative action

SSA4 Black Box team

16 Friday, December 16 (am) “Show and Tell” (using IWB)

17 Friday, December 16 (pm) Visit to the Natural History Museum

Learning outside the classroom

Spring Term


18 Monday January 9 (am) AKSIS & Graphing Exploring numeracy in SE1 school; General SSA feedback

AKSIS project

19 Monday January 16 (am) Teaching Enquiry ‐ Beyond Fair Testing, Coursework and ISAs

School approach to ISAs AKSIS project

20 Monday January 23 (am) Cognitive Acceleration through Science Education

Thinking Skills CASE project

21 Monday, January 30 (am) Controversial Issues, Implications and Applications

SE2 school Field course prep and risk assessments

22 Monday, February 13 (am) Ideas and EvidenceArgumentation

SE2 opportunities Argumentation project

12

23 Monday, February 20 (pm) Marking, reporting and record keeping

SE2 opportunities

23 Wednesday, February 22 (pm)

Field trip Learning outside the classroom

24 Thursday, February 23 (am) 25 Thursday, February 23 (pm) 26 Friday, February 24 (am) 27 Friday, February 24 (pm)

Summer Term


29 Wednesday, June 20 (am) Y‐Touring

30 Friday, June 22 (am) Informal Learning in Science Feedback

ECM & primary feedback Learning outside the classroom

Science Subject Groups (SG) In these sessions, trainees will be in Biology, Chemistry or Physics groups depending on their subject specialism. There are six SG days on the programme geared to teaching at KS3 and five to teaching KS4 and KS5. In these sessions there are several foci:

• checking and developing your own subject knowledge • issues relating to teaching and learning in biology, chemistry and physics • use of ICT in biology, chemistry and physics

Sometimes these days will be split into half‐day sessions to allow this, while at other times, the ideas will be intertwined throughout the day. Details of the KS4/5 days and the Data‐logging sessions will be provided later, when we know more clearly your previous experiences and current needs. The aim of the SG sessions is to enable you to consolidate and extend your knowledge and understanding of a number of science topics at KS3 and to evolve your pedagogic content knowledge, particularly in your specialist subject area for KS4 and KS5. Your Subject Knowledge Audit will be useful in keying you in to areas that you need to concentrate on and we encourage you to try out activities and use the resources to build your confidence in these areas. Do come in early to read round on a particular topic. There is also opportunity for you to stay at the end of the day, if you want extra practice with the activities or to talk through ideas with peers. Clearly there is insufficient time in the college part of the course to cover all topics and so you should use the approach we take in these sessions as a model to work on other topics while in your SE1 and SE2 teaching practice schools. Discuss how you can organise this in your school with your mentor and technicians.

13

14

PGCE Science Subject (SG) Sessions

Biology Chemistry Physics 1 Physics 2 19/9 Mon SG1

Admin/Introduction (CH/MG) LG/7

Admin/ Introduction(JD) LG/5

Admin/Introduction (AM) LG/11

Admin/Introduction(AM) LG/11

20/9 Tues AM SG2+3

What is Science? (BM) LG/11

IWB (MG) LG/5 & LG/7







21/9 Wed am/pm SG4+5

Energy@KS3(AM) LG/11

Particles@KS3(JB) LG/5

Forces@KS3(BM) LG/8

Geology@KS3(PG) LG/7

27/9 Tues am/pm SG6+7

Particles@KS3 (JB) LG/5

Interdependence@KS3(MG) LG/7

Cells@KS3(CH) LG/8


29/9 Thurs am/pm SG8+9

Interdependence @KS3 (MG) LG/7

Cells@KS3(CH) LG/5


Forces@KS3(BM) LG/8

30/9 Fri am/pm SG10+11

Cells@KS3(CH) LG/11


Particles @KS3(JB) LG/5

Interdependence@KS3(MG) LG/7


Forces@KS3(BM) LG/8



Particles @KS3(JB) LG/5


Geology@KS3 (PG) LG/5

Forces@KS3(BM) LG/8

Interdependence@KS3 (RW/MG) LG/7

Cells@KS3(CH) LG/11


am Genetics(MG) LG/7

pm Evolution (CH) LG/7

KS4 & A‐level topic (JB)LG/5

amWaves(AM) LG/8

pm Electricity (HG) LG/11

am Electricity(HG) LG/11

pm Waves (AM) LG/8


am KS3 Data‐logging (MG) LG/11

pm

Water Transport (CH) LG/7

am‐ KS4 & A‐level topic(JB) LG/5

pm KS3 Data‐logging

LG/11

am Radioactivity (AM) JCMB

pm Astronomy

(AM) PAWS room

am Radioactivity(AM) JCMB

pm Astronomy

(AM) PAWS room

26/10 Wed am/pm SG20+21

Plant Nutrition (CH) LG/7

KS4 & A‐level topic(JB) LG/5

am – KS3 Data logging (AM) LG/11

pm Particle Physics

(HG) LG/8

am – Particle Physics (HG) LG/8

pm ‐ KS3 Data logging (AM)

LG/11

23/1 Mon pm SG22

Bio‐rad LG/7 (MG/RT)

Data‐logging(JB) LG/5

Physics Problem Solving, EL and EO

(BM) LG/11

Physics Problem Solving, EL and EO

(BM) LG/11

30/1 Mon pm SG23

A‐level Data‐logging & Coursework (MG) LG/7


Physics: the cultural perspective (BM) LG/11

Physics: the cultural perspective (BM) LG/11

9/02 Thurs am/pm SG24 + SG25

am Use of animals in the classroom

(MG) LG/7

pm Food and Health (CH) LG/7

KS4 & A‐level topic (JB)LG/5

am Advancing Physics (AM) WS

pm Advancing Physics

(AM) WS

am Advancing Physics(AM) WS

pm Advancing Physics

(AM) WS

14/02 Tues am SG26

A‐level Presentations (MG) LG/7


Data logging KS4/5 (HG) LG/8

A‐level Presentations(AM) LG/11

21/02 Tues am SG27

A‐level Presentations (CH) LG/7

KS4 & A‐level topic(JD) LG/5

A‐level Presentations (AM) LG/11

Data logging KS4/5(HG) LG/8

15

Autumn Term 2011

Monday, September 12 Today will begin with a ‘Welcome to the PGCE lecture’ followed by a welcome to the PGCE Science course and a chance to get to know one another

Tuesday, September 13 – Friday, September 16 Primary School Experience 1 These four days in a primary school should enable you to get an insight into the sort of learning that youngsters do pre‐secondary school. TASK: Use your experience to write 2‐3 paragraphs describing how learning in primary school is different from learning in secondary school. Start making a list of those factors that help children learn and those factors that inhibit children from learning. Bring this writing to STG2 session on the afternoon of Thursday, September 22.

Monday, September 19 am SG1: Welcome and Introduction to the Science PGCE course: LG/5, LG/7, LG/8, LG/11 We will begin with some introductory activities to get you to know one another a bit better and to get a feel for the type of work that we do on the course. We also need to complete several pieces of course administration to provide information for easy communication during the year. You have been asked to read Beyond 2000 as a course pre‐reader (available on http://www.nuffieldfoundation.org/go/grants/education/page_777.html) and we shall discuss this important document either today or tomorrow. pm Professional and Policy Studies Lecture and Seminar School Structures and Systems (Laurie Smith) Questions you might consider: How does science fit into school structures? What are its links with other subject areas and its role in promoting a whole child approach to learning?

Tuesday, September 20 am SG2 and pm SG3: What is Science? Pre‐session activity: Think about your own education and what view you were given of the nature of

science.

16

http://www.nuffieldfoundation.org/go/grants/education/page_777.html

The session: You are all going to be science teachers. But what is 'science'? This session will help you formulate your ideas on what 'science' is and bring you up to date with some interesting ideas. We will consider how the debates on the nature of science may affect your teaching.

Post‐session activity:

1. When you observe science lessons consider what the pupils are likely to think 'science' is and if it is more like the ideas of Bacon, Popper or Kuhn.

2. In your SG subject sessions think about how you could present science in a more Kuhnian way.

Post‐reading: Hodson, D. (1998) Teaching and Learning Science. Towards a personalised approach. Buckingham:

Open University Press. Kuhn, T.S. (1996) The Structure of Scientific Revolutions, London: The University of Chicago Press, Ltd. Mosley, M. and Lynch, J. (2010) The Story of Science: Power, Proof and Passion. London: BBC. Osborne, J. and Dillon, J. (2010) How science works. In J. Osborne & J. Dillon (Eds.) (2010) Good

Practice in Science Teaching. Maidenhead: Open University Press. am SG2 and pm SG3: Interactive White Board All science departments have access to projectors, and many have Interactive White Boards (IWB). This session will introduce you to SMART software and allow you time to create your own IWB resources. Please bring a memory stick to this session. If you have a laptop then bring it with you with the 30‐day free trial SMART software. Information on how this can be downloaded is available here: http://www.whiteboardblog.co.uk/2010/12/smart‐notebook‐licence‐and‐activation/

Wednesday, September 21 SG4 + SG5: KS3 Topics: Energy (LG/11), Forces (LG/8), Geology (LG/7), Particles (LG/5) This is the first of a number of days on which you will work on one of the six major KS3 topics. The idea is to check your own understanding in these topics and try out some of the activities that are typically done at KS3. Use the ideas that will be developed in STG sessions and your experience in your SE1 school to focus on and make sense of each of the topics. Taking notes of resources, tips on how to get activities to work and how activities can be adapted for particular learners will be invaluable when you start teaching more lessons. We encourage you to come in early and read up on topics or to stay for an hour or so at the end of the workshops to work further with the resources to ensure you have your ideas for these topics sorted out.

Thursday, September 22 am STG1 National Curriculum and Teaching Approaches Pre‐Session activity: Familiarize yourself with the National Curriculum website, specifically the

Science section across the Key Stages: http://curriculum.qcda.gov.uk/index.aspx

17

http://www.whiteboardblog.co.uk/2010/12/smart-notebook-licence-and-activation/

http://curriculum.qcda.gov.uk/index.aspx

18

The session: This is the first STG session and you will be in a mixed group of biology, chemistry and physics trainees. Check the science notice‐board for your group.

Aardvarks in LG/8 Cheetahs in LG/5 Bushbabies in LG/11 Dolphins in LG/7

You will be introduced to the Science National Curriculum and begin to find your way around it and start thinking about how this will influence your teaching. You will start to think about different types of science activities from both the teacher’s and the learner’s perspectives. You will look at various theories of learning, some of which are evidence‐based and some of which are not. Post‐session activity: Hunt, A. (2011) Five decades of innovation and change. In M. Hollins (ed.) ASE

Guide to Secondary Science Education. ASE: Hatfield. pm STG2: KS2/3 Primary Science and Progression Pre‐session activity: Familiarize yourself with the Science National Curriculum for Key Stage 1 and 2:

http://curriculum.qcda.gov.uk/key‐stages‐1‐and‐2/index.aspx The session: Children now begin their school science work at the age of 5, if not before. This

session is designed to give you an overview of the type of science work that occurs in primary schools and some of the research that has been done that informs us of how young children build up their ideas about science. This session will question the way in which secondary schools deal with Year 7 students and look at the impact of the Key Stage 3 Strategy in Science. There will be opportunity to have some extra training in working with primary children on Thursday, October 27th from Shell Education trainer Meg Post. This will be followed by working for a day with local primary schools at the Shell Centre in November. For those of you who did not observe any science in the primary placement at the start of term, this is a must!

Follow‐up reading: Braund, M. (2011) Transitions in learning science: problems and opportunities. In M. Hollins (ed.)

ASE Guide to Secondary Science Education. ASE: Hatfield. Harlen, W. & Qualter, A. (2009) The Teaching of Science in Primary Schools. Routledge SPACE (1990‐1995) Science Process and Concept Exploration Liverpool University (a range of topics

researched at primary level, e.g. Growth, Life Processes, Light, Evaporation and Condensation).

You will be provided with details of your possible SE1 school placement today and you are requested to look at the journey for this using tfl.gov.uk or other transport websites before Friday’s tutorial.

Friday, September 23 Tutorial 1 Times and rooms for these will be organised with your personal tutors. You will discuss:

a) your science subject audit

b) your previous experience of schools and teaching c) your expectations, aspirations and specific needs d) suitability of your SE1 school

You will also hand in your School Experience essay.

Monday, September 26 am STG3: Learning 1. Children’s Thinking & Learning This session will look at the research about the ways children learn and specifically at the work of the Children’s Learning in Science Project (CLIS). This project focuses on constructivism – a theory of how children come to make sense of the world around them and how you need to be aware of the types of ideas and misconceptions children have. Thinking about this will help you facilitate learning experiences that encourage children to reveal their misconceptions and to consider alternative ideas. The Microteaching schedule will be organised in your session today. The first microteaching will take place on Monday, October 3. You will need a blank memory card for recording your trio’s session. Post‐session activity: During your first few days in school, work with a small group of Y7 or Y8

pupils and ask them to individually write and draw 2 or 3 of the following:

a) The Earth as seen from space showing clouds and people b) What happens to food when it gets into the body and is used to

work the body c) What a gas looks like at particle level d) Why plants photosynthesise e) What happens to the salt and water particles when you pour a

large spoon of salt into a beaker of water

Ask them questions or give them prompts to find out their thinking (e.g. “Tell me more about… Explain what’s in this part here…“). Bring the pupils’ work and your notes to the next STG session on October 10th. Follow‐up reading: Driver, R. (1983) The Pupil as a Scientist? Milton Keynes: Open University Press. Driver, R. (Ed) (1985) Children’s Ideas in Science. Buckingham: Open University Press. Driver, R., Squires, A., Rushworth, P. and Wood‐Robinson, V. (1994) Making Sense of Secondary

Science; Research into Children’s Ideas. London: Routledge. Hohenstein, J. and Manning, A. (2010) Thinking about learning: learning in science. In J. Osborne & J.

Dillon (Eds) (2010) Good Practice in Science Teaching: What research has to say. Maidenhead: Open University Press.

pm Professional and Policy Studies Lecture and Seminar Primary/Secondary Transfer (Professor Meg Maguire)

19

Questions you might consider: What does your teaching practice school do to make the transfer to secondary school as easy as possible for children? How is learning similar and different in primary and secondary? How do primary schools inform secondary schools about the learning of their children?

Tuesday, September 27 SG6 + SG7: KS3 Topics: Cells (LG/8), Energy (LG/11), Interdependence (LG/7), Particles (LG/5) NB Interdependence Interdependence is a key scientific idea first taught in the Primary curriculum. It is an umbrella term encompassing classification, grouping, adaptation, energy transfer and human impacts on the environment. This session will focus on the development of pupils’ ideas at KS3 & 4; initially exploring the misconceptions held and related scientific vocabulary. Subjects from both the animal and plant kingdoms will be discussed. Please note that the afternoon session will be held in Ladywell Fields Park in South London. We will travel there by train; money will be necessary for your fare. This session will finish at 5:30. The field course in the second term will build on this session. In additional a session is offered to support teaching physic/chemistry outdoors (27th October).

Thursday, September 29 SG8 + SG9: KS3 Topics: Cells (LG/5), Energy (LG/5), Forces (LG/8), Interdependence (LG/7)

Friday, September 30 SG10 + SG11: KS3 Topics: Cells (LG/11), Geology (LG/8), Interdependence (LG/7), Particles (LG/5) On these days you will work on the KS3 topic again. The idea is to check your own understanding in these topics and try out some of the activities that are typically done at KS3. You have the opportunity to come in early and read up on topics or to stay for an hour or so at the end of the workshops to ensure you have your ideas for these topics sorted out.

REFLECTION TIME Making sense of what works for learners and what doesn’t will help you become a more reflective practitioner. You have now seen 4 days in a primary school and 2 weeks of teaching on the PGCE course. Spend some time thinking about the strengths and weaknesses in the lessons and sessions that you saw and the reasons that made some activities work well for learners, while others missed the mark. What messages are there from this experience that you will take into your teaching?

20

Monday, October 3: am STG4: Lesson Planning 1. Objectives and Explanations You will work out the criteria for judging what makes a good explanation and how you would structure explanations to help learners. This will provide a starting point for planning microteaching over the next few weeks. Lessons need to have a purpose and working out how activities fit with purpose means that you need to start constructing learning objectives and deciding on learning outcomes. In this session you will attempt to recognise, improve and devise objectives for a number of lesson activities and start to shape these into lessons. 12.05 – 13.00 Microteaching 1 pm Professional and Policy Studies Lecture and Seminar Becoming a Teacher (Professor Justin Dillon and Alex Manning) Questions you might consider: Is science teaching a profession, or a vocation, or just a job? Do others see this in a similar way, or differently?

Tuesday, October 4 SG12 + SG13: KS3 Topics: Energy (LG/11), Forces (LG/8), Geology (LG/7), Particles (LG/5) Today you will work on one of the KS3 topics. The idea is to check your own understanding in these topics and try out some of the activities that are typically done at KS3. You are likely to meet some of these topics in your SE1 school over the next few weeks either through observation or through starting to teach activities yourself. Observe how these activities run in school compared with how they work when you or your peers do them. What messages does this provide for fine‐tuning your lesson planning? You have the opportunity to come in early and read up on topics or to stay for an hour or so at the end of the workshops to ensure you have your ideas for these topics sorted out.

Wednesday, October 5 – Friday, October 7 School Experience 1

Monday, October 10 am STG5: Behaviour management Pre‐session activity:

1. Write down the four most important skills that a teacher needs to develop for good behaviour control.

2. What do you consider to be the four most important dangers in science laboratories?

21

The session: Teachers are often concerned about behaviour management and how they are going

to control the pupils. This session will bring out the main principles of behaviour management and help you develop your practice. Within this framework we will also consider the special problems that exist in the science laboratory.

This session will help you share good practice that you have seen and help you to consider how to make a non‐confrontational, firm approach and to use school support systems effectively. Post‐session activity:

1. In your SG subject sessions raise with your tutors any aspects that concern you about safety in the laboratory.

2. In observation sessions, pay particular attention to the strategies that teachers use for behaviour management. Think through how effective these are and whether an alternative approach may have been better. Discuss these with the teachers you observe and ask them to explain the historical and contextual aspects relating to the choices they made when working with their particular class of individuals. Discuss your developing ideas with your mentor.

Post‐reading: Rogers, B. (2006) Classroom Behaviour. London: Paul Chapman Publishing. 12.05 – 13.00 Microteaching 2 pm Professional and Policy Studies Lecture and Seminar Behaviour Management (Jeremy Burke) Questions you might consider: Do the types of activities you do in science make classroom management more difficult or just different from those in other subject areas? How is classroom management organised in other subjects that have practical work, such as technology or art?

Tuesday, October 11 SG14 + SG15: KS3 Topics: Cells (LG/11), Forces (LG/8), Geology (LG/5), Interdependence (LG/7) Today you will work on the last of the KS3 topics that we look at with you. The idea is to check your own understanding in these topics (subject knowledge) and try out some of the activities that are typically done at KS3 to develop your pedagogical content knowledge. You have opportunity to come in early and read up on topics or to stay for an hour or so at the end of the workshops to ensure you have your ideas for these topics sorted out. Clearly there are other topics at KS3 to consider and working through the six topics provides you with a model for doing this. You should use your subject audit to pinpoint where you need to start and use 2‐3 lessons a week to focus on this in your SE1 school. Please check with your mentor and technician as to what they have available for the topic you have selected and record your progress with improving your subject knowledge on your subject audit and in your weekly mentor meeting reports.

22

Wednesday, October 12 Friday, October 14 SE1 School Experience

REFLECTION TIME You have now spent several days in your SE1 school. There will be things you like and things you dislike about what you saw. Try to focus on teaching and learning matters and use the developing ideas to make sense of what you saw and what you need to ask questions about in college, and when you return to the school next week.

Monday, October 17 STG6: Lesson Planning 2. Sequencing This session looks at the relationship between the National Curriculum (NC) document, school Schemes of Work (SoW) and the ways you can begin to develop your lesson planning skills. Post‐session activity: Spend some time this week familiarising yourself with the National Curriculum

and your school’s Scheme of Work. Discuss with your mentor how they implemented the NC in your SE1 school and the recent changes they have made.

12.05 – 13.00 Microteaching 3 pm Professional and Policy Studies Lecture and Seminar

Equity (Professor Meg Maguire) Questions you might consider: Does your school set or stream its cohorts of students? Are there any advantages and disadvantages in this? Might reasons be similar or different in other subject areas?

Tuesday, October 18 SG16 + SG17: KS4/5 Topics Biology Genetics (am); Evolution (pm) (LG/7) You will be provided with some genetics problems to sort out and to think about the terminology, conventions and how to explain the steps to others. This session focuses on practicals and activities to help pupils unravel the conceptual complexities of these two topics. Chemistry Periodic Table (LG/5) We will look at the requirements of the different awarding bodies for AS/A2 and GCSE to identify similarities and differences in the various syllabuses. We will also undertake experiments suitable for KS4/5 students that illustrate the similarities identified in groups 2 and 7 (+ Group 1 for GCSE).

23

Physics Waves & Electricity 1 (LG/8 & LG/11) In each of the KS4/5 Physics topic SG sessions we aim to cover some or all of:

• Children’s alternative conceptions • Progression from KS3 to KS4 to KS5 • Background knowledge needed to teach up to A‐level • Approaches to teaching and learning • Increasing experience/confidence in using practical equipment • Reinforcing ideas about classroom management strategies for different learning activities

This is a lot, and it won’t be possible to do all of it thoroughly for each physics topic in one half‐day session, so you will need to follow this up with your own background reading, trying out practical equipment in school (refer to http://practicalphysics.org/ for ideas), observing Physics teachers’ lessons, and discussing your own lessons with your school mentor. Waves In this session we will look at progressive waves, superposition (including standing waves, interference and diffraction), electromagnetic waves, and simple harmonic motion. Post‐reading: Hollins, M. (2000) Sound, light and waves. In Sang, D. (Ed.) (2000) Teaching Secondary Physics,

London: John Murray. http://www.tap.iop.org/vibration/index.html Electricity Electricity is a topic that many pupils find conceptually demanding. We will consider strategies for teaching electricity more successfully, including looking at the order in which concepts are taught, as there is a mismatch between what the research tells us and what often happens in school. Post‐reading: Osborne, R. and Freyberg, P. (1985) Learning in Science, Hong Kong: Heinemann http://tap.iop.org/abstract/index.html Solomon, J. (2000) Electricity and magnetism. In Sang, D. (Ed.) (2000) Teaching Secondary Physics, London: John Murray.

Monday, October 24 am STG7: Lesson planning 3: Starters, Plenaries and DARTs The Science National Strategy encouraged teachers to think of their lessons in three parts to ensure that each learning experience has a starter to key students into the learning and a plenary to ensure they understand what learning they have achieved. This session will focus on ways of starting and finishing lessons and creating a good learning experience in science. Post‐session activity: When you observe this week, make a note of the various functions of the

starter activities you see. Select the best and the worst that you observe and professionally write a paragraph on each explaining what happened and why you decided this. Bring these notes to STG8 session.

12.05 – 13.00 Microteaching 4

24

http://www.tap.iop.org/vibration/index.html

http://tap.iop.org/abstract/index.html

pm Professional and Policy Studies Lecture and Seminar

Thinking (Dr Jill Hohenstein) Questions you might consider: What is the role of science in promoting thinking skills? How similar and different is this to the type of work they do in history or geography or religious education?

Tuesday, October 25 SG18 + SG19: KS4/5 Topics Biology KS3 Data‐logging (am) (LG/7) The term ‘data‐logging’ was coined to describe the process of gathering and recording measurement data with the use of sensors, interfaces, computers and software. It is a tool that can reduce the need for certain low‐level gathering and recording skills but at the same time offers a range of analysing methods that support exploratory high‐order thinking. This session introduces the related equipment and software through the completion and evaluation of several KS3 practical activities. Follow‐up reading: Sang, D. and Frost, R. (2005) Teaching secondary science using ICT. London: Hodder Murray Chapter 1 – the ICT toolkit for teachers Chapter 2 – ICT for measurement: data‐logging

Water transport (pm) (LG/7) This half‐day session looks at the collection and analysis of class data on the topic of water transport. We will explore how we can help children make sense of diffusion, osmosis and active transport. Chemistry Kinetics (LG/5) (am) An opportunity to consider which experiments and approaches help students to understand how fast reactions occur.

Data‐logging (LG/5) (pm) Opportunity to have a go at some typical data‐logging sessions that students can do in school. Physics Radioactivity (LG/11) We look at ionisation, cloud chambers, radioactivity, exponential decay and half‐life, models of the atom, safety, and particle physics. In this session one aim is to give you confidence in using radioactive sources safely in the classroom. Like astrophysics, particle physics is an area at the forefront of current Physics research. It has engaged people in society, with articles about the search for the Higg’s boson appearing regularly in the news, for example. Not all of you will have studied particle physics at A‐levels or in your degree so this session will be a very short introduction. Astronomy (LG/8) In this session we will look at ways of teaching a topic which is very popular with pupils of all ages at school. While interest level is high it can be difficult to teach given the lack of immediate experience with experiments available. Post‐session activity: Find out from your pupils what they are interested in learning about astronomy and astrophysics. How well does this match up with the demands of the school curriculum? What could you do to incorporate pupils’ interests into your practice?

25

Post‐reading: Osborne, J. (2000) Earth in space. In Sang, D. (Ed.) (2000) Teaching Secondary Physics. London: John

Murray. http://tap.iop.org/astronomy/index.html Bishop, C. (2000) Astrophysics. London: John Murray Post‐reading: http://tap.iop.org/atomic/index.html Adams, S. (1998) Particle Physics, Oxford: Heinemann www.cleapss.org.uk/download/L93.pdf Sang, D. (2000) Radioactivity. In Sang, D. (Ed.) (2000) Teaching Secondary Physics. London: John Murray.

Wednesday, October 26 SG20 + SG21: KS4/5 Topics Biology Plant Nutrition (LG/7)

Pre‐session activity: You need to find out what a group of children in your SE1 school understand about plant nutrition. A help sheet will be provided to enable you to do this. Please bring the children’s ideas to the session.

The session: This session focuses again on how children learn and will consider constructivist approaches to plant nutrition.

Post‐session activity: Produce a worksheet that encourages a constructivist approach to plant nutrition.

Chemistry Energetics (LG/5) We will delve into the topic of energetics, including Hess’s Law to identify the concepts, theories, etc, that are needed to explain the reactions. We will identify areas of work that will need to be differentiated for students and attempt to design how teaching in a differentiated way might be achieved. Physics Data‐logging (LG/11) (am) An opportunity to have a go at some typical data logging sessions that students can do in school in KS3. Post‐session activity: If there are data logging activities in your school’s KS3 scheme of work, evaluate whether or not pupils’ learning is enhanced by using data logging as opposed to other methods. If there aren’t any data logging activities at present, what would you do? Follow‐up reading: Frost, R. (1995) The IT in Secondary Science Book. London: IT in Science.

Particle Physics (LG/11) (pm) We look at factors involved in teaching and learning A‐level Physics, and you will begin to prepare for a presentation on an A‐level topic. Students choose an A‐level topic or part of a topic, decide how they would teach it and examine it and present their work to the rest of the group. They will work in groups of four and divide the work between them. The topic will be written up fully so that everyone can be given a copy of everything.

26

http://tap.iop.org/astronomy/index.html

http://tap.iop.org/atomic/index.html

http://www.cleapss.org.uk/download/L93.pdf

Post‐reading: Knight, R. (2002) Five Easy Lessons: Strategies for Successful Physics Teaching. Harlow: Addison

Wesley Lowe, T. and Rounce, J. (2002) Calculations for A‐level Physics. London: Nelson Thornes Lambert, A. (1993) Maths for Advanced Physics. London: Nelson Thornes

Thursday, October 27 Shell Primary Day There will be opportunity for about 20 students to attend a day’s training in Primary Science run by Meg Post of Shell Education. Meg runs science events for Primary Schools and has a number of novel ways of engaging children’s curiosity. This course is useful to both get a primary perspective and to pick up ideas and approached that are easily transferable to KS3. The training day will be followed by a science event for local primary schools at the Shell Centre in Waterloo in the following week, where you will run the activities with groups of children. Teaching science outside the classroom: Using local park and green spaces 10.00am – 1.00pm Venue: Ladywell Fields (South London) (Voluntary session/limited places) This session will build on ideas introduced through the Interdependence day. In addition it will focus on aspects of physics and chemistry. Hence it will set out to increase your confidence in using local parks and green spaces for teaching by highlighting opportunities and local support available. Animal welfare issues in the classroom 10.00am – 12.00pm In this interactive workshop Amy Beale a former Secondary Science Teacher will get you thinking about the relevance of animal welfare issues in your classroom from the use of animals in your lessons to ethical topics that can be used to teach aspects of HSW. Find out how to access the FREE lesson plans, resources, guidance and advice that the RSPCA offers Science teachers at www.rspca.org.uk/education. Come, see and do some of the curriculum‐linked activities you can use now to teach biodiversity, adaptations, competition, extinction, genetic modification, selective breeding, animals in research and more! Feedback from RSPCA Secondary Science PGCE course workshops last year: ‘I thought the whole thing was excellent and was worthwhile. The resources were excellent and the ideas for lessons were really helpful. Very engaging. Great curriculum relevance.’ ‘Very teacher‐friendly and useful teaching strategies. Amazing resources – looking forward to using them.’; ‘…good pedagogical advice as well as a thought provoking session’

REFLECTION TIME You have now reached the end of the 7th week of the course and half‐term in schools. Spend some time thinking about the strengths and weaknesses in the lessons and college sessions that you saw and the reasons that made some activities work well for learners, while others missed the mark.

27

http://www.lewisham.gov.uk/inmyarea/openspaces/parks/Pages/ladywell-fields.aspx

http://www.rspca.org.uk/education

Monday, October 31 am STG8: Approaches to KS3 Science Pre‐session activity:

1. Revise the ideas on the nature of science and of Bacon, Popper and Kuhn. 2. Download the overall map of the KS3 National Curriculum The Big Picture: http://curriculum.qcda.gov.uk/uploads/BigPicture_sec_05_tcm8‐15743.pdf What do you think of the overall aims? 3. Download the leaflet on Personal learning and thinking skills (PLTS).

http://curriculum.qcda.gov.uk/uploads/Personal%2C%20learning%20and%20thinkin g%20skills%20leaflet_tcm8‐12831.pdf How relevant are these to science teachers?

4. Look at the section on Key Concepts in the KS3 National curriculum. The session: The KS3 curriculum marked a significant change in the National Curriculum. It has

reduced the subject content to allow teachers more control over the curriculum and placed a greater emphasis on skills. This session will look at the changes and in particular the 'Key Concepts' part of the science curriculum and the Personal, Learning and Thinking Skills (PLTS) and how these relate to emotional literacy and science.

We will consider how the thinking skills can be part of science lessons and how the teacher can construct lessons to make them more imaginative and develop pupils' thinking.

Post‐session activity: Find out how your school approaches PLTS and bring back examples of good

practice to share. 12.05 – 13.00 Microteaching 5 pm Professional and Policy Studies Lecture and Seminar Assessment for Learning (Dr Christine Harrison) Questions you might consider: How is AfL approached in other subject areas? How does AfL contribute to the lifelong learning agenda and what is your role in this as a science teacher?

Monday, November 7 Tutorial 2: SE1 and Personalisation The day will be given over to Tutorials. Each individual tutorial will last approximately 15 – 20 minutes and they are usually held in your personal tutor’s office. Please sign up for a time and prepare yourself for this tutorial. Times may differ for individual tutors, so please check early in the day for start times. You need to bring the following:

• Your Professional Practice File; • Your Profile; • Lesson Evaluation forms.

28

http://curriculum.qcda.gov.uk/uploads/BigPicture_sec_05_tcm8-15743.pdf

http://curriculum.qcda.gov.uk/uploads/Personal%2C%20learning%20and%20thinkin

You should also use this opportunity to either research in Resources or try out practical or ICT work in the labs. If you plan to do the latter, please see Tony about your requisition L/G10 ext: 3131.

Monday, November 14 am STG 9: Assessment for Learning in Science 1. The Role of Talk and Questioning in Probing Thinking Pre‐session activity: Read Black, P. & Wiliam, D (1998) Inside the Black Box. An abridged American version is available on http://academic.sun.ac.za/mathed/174/FormAssess.pdf. The session: In 1998, Paul Black and Dylan Wiliam published Inside the Black Box which has had a

great influence on the way teachers approach assessment and learning in the UK and elsewhere. We ask you to read this booklet in advance of the session. Chris Harrison joined them in 1999, and together they ran a research/development project with teachers in Oxfordshire and Medway. Assessment for Learning is about finding out what children know, partly know and don’t know and then making decisions about next steps.

Teachers can explore the ideas that children hold inside their heads with good classroom talk. The information they gain can then help them plan how to move these ideas forward. Classroom talk and questioning has an essential role to play and you will work on your questioning skills and how key questions can be used to help you structure learning in lessons.

Post‐session reading: Black, P. & Wiliam, D. (1998) Assessment and Classroom Learning. Assessment in Education, 5(1), 7‐

71. Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2002) Working Inside the Black Box. NfER:

London Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2003) Assessment for learning: putting it

into practice. Buckingham, UK: Open University. Black, P. & Harrison, C. (2004) Science Inside the Black Box. NfER : London Post‐session Activity: Make a note of the main questions that teachers use in the lessons that you

observe this week. Which ones open up and encourage talk and which close the talk down? Bring these to the STG10 session next week

12.05 – 13.00 Microteaching 6 pm Professional and Policy Studies Lecture and Seminar Inclusion: SEN and LDD (Dr Chris Abbott) Questions you might consider: How strong is the science department in your school at supporting inclusion? What use is made of learning support and teaching assistants and specialist SEN teachers in strengthening an inclusive approach in your teaching practice school?

29

http://academic.sun.ac.za/mathed/174/FormAssess.pdf

Monday, November 21 am STG10: Assessment for Learning 2. The role of feedback This session will consider the research and practicalities of feedback to learners. Clearly it is important that teachers set up systems where they can provide guidance for pupils and opportunities for youngsters to improve and develop. Post‐session activity: Look through several sets of books that teachers in your school have

marked. Think about how effective this feedback is and make a note of any useful comments that you might adapt for your written feedback. Talk to your mentor about your findings.

12.05 – 13.00 Microteaching 7 pm Professional and Policy Studies Lecture and Seminar English as an Additional Language (EAL) (Professor Constant Leung) Questions you might consider: Science has a specialist language of its own but does that make EAL more or less difficult? How good are science teachers at supporting EAL learners? Is this support similar or different to other subject areas?

Monday, November 28 am STG11 Differentiation and inclusion Pre‐reading: Familiarize yourself with the National Curriculum (click on the links below):

Statutory Inclusion Statement and Non statutory guidance The session: You will meet a wide range of special needs in your Science classroom, where some

children cope with a variety of the physical, mental and psychological disadvantages. On the other end of the spectrum you will also encounter pupils that have been identified as ‘Gifted and Talented’. This session looks at some of the resources and approaches that teachers can adopt and adapt so all children access and make a success of their Science learning.

Follow‐up reading: Oswald, S. (2011) Inclusion and differentiation. In M. Hollins (ed.) ASE Guide to Secondary Science

Education. ASE: Hatfield. Reid, D.J. and Hodson, D. (1987) Special Needs in Ordinary Schools: Science for All, London: Cassell. Possible Follow‐up study task: SSR Social Inclusion special edition June 2002, 83(305). Choose and read one article relevant to/which interests you. Articles are available online and through the library. Web‐based resources (all these links were functioning on August 26, 2011) The Young Gifted and Talented Programme: DfES Archives NASEN (formally the National Association of Special Educational Needs): http://www.nasen.org.uk

30

http://webarchive.nationalarchives.gov.uk/20110202093118/http://nationalstrategies.standards.dcsf.gov.uk/inclusion/giftedandtalented

http://www.nasen.org.uk/

RNIB (Royal National Institute of the Blind: http://www.rnib.org.uk/ British Dyslexia Association: http://www.bdadyslexia.org.uk/ Inclusion: http://inclusion.ngfl.gov.uk/ ASE Inclusive Science Resource page: http://www.issen.org.uk/ Science Sign language: http://www.sciencesigns.ac.uk/home_glossary.asp Scientists with disabilities: http://www.reddisability.org.uk/famous‐modem/DisFamScience.htm pm Professional and Policy Studies Lecture and Seminar Learning with Technology (Dr Mary Webb) Questions you might consider: What role do science teachers have in supporting students’ technological learning capabilities? How has ICT changed the way science teachers can approach teaching today?

Monday, December 5 am STG12: Language & Literacy Pre‐session activity: The National Literacy Strategy aimed to improve literacy across the

curriculum. Find out what has been done in your SE1 school science department as a result.

The session: This session will look at the importance of language in the teaching of science,

and at how we might support students’ learning.

Research about language in science education reveals that there are a number of difficulties which may impede pupils’ learning. These include the mismatch between scientific uses of vocabulary and their use in everyday life; a large body of technical vocabulary sometimes used without explanation; an overemphasis on copying, and on styles of writing which support only one view of the nature of science; talk dominated by the teacher; and a mismatch between the reading ages of pupils and the material they are given to read.

The good news is that there is something we can do about it.

We will consider the range of language used in science lessons – it has been argued that learning science is like learning a foreign language.

We will then look at how language might be used to facilitate learning, through active reading, writing and discussion tasks. Ideas about the role of discussion in science lessons will be further developed in the sessions on dialogic teaching and argumentation.

Post‐session activity: Try an activity over the next few weeks with one of your classes that promotes

language and literacy. Discuss how this session went with your mentor. Download the National Strategies ‘Literacy in Science’ materials, and identify some activities that you could use with your classes. http://nationalstrategies.standards.dcsf.gov.uk/node/273897

31

http://www.rnib.org.uk/

http://www.bdadyslexia.org.uk/

http://inclusion.ngfl.gov.uk/

http://www.sciencesigns.ac.uk/home_glossary.asp

http://www.reddisability.org.uk/famous-modem/DisFamScience.htm

Pupils may need to produce written work in specific styles for their examinations, e.g. essays, case studies and accounts of experimental work. How do teachers in your SE1 school help them to develop the skills they need?

Follow‐up reading: Evagorou, M. and Osborne, J. (2010) The role of language in the learning and teaching of science. In

J. Osborne & J. Dillon (Eds.) (2010) Good Practice in Science Teaching: What research has to say. Maidenhead: Open University Press.

Frost, J. (2010) Unit 5.1 Language in learning science. In Frost, J. (Ed.) (2010) Learning to teach science in the secondary school. London: Routledge.

Heselden, R. and Staples, R. (2002) Science teaching and literacy, part 2: Reading. School Science Review, 83(304) 51‐61

Wellington, J. and Osborne, J.F. (2001) Language and Literacy in Science Education. Buckingham: Open University Press.

pm Professional and Policy Studies Lecture and Seminar PSHE & Citizenship (Grove du Toit) Questions you might consider: What role do science teachers have in supporting and teaching on PHSE programmes? How can citizenship be linked into science lessons? Are there possibilities of cross‐curricular approaches to deliver PHSE within subject time?

Monday, December 12 am STG13: Summative Assessment ‐ Tests and Exams Pre‐session activity: Have a look at the exam paper resources in your school. Many will use Test‐

base and most will have a store of past papers for examination practice. Try and think whether the questions give opportunity for youngsters to show their understanding in science or are they just checking terms and definitions.

We will consider why we use tests and examinations and think about how good our exams are in terms of validity and reliability. You will be shown a simple way of evaluating which questions in a test are discriminating and pick up some hints of what to look for when planning or selecting test questions.

Post‐session activity: Make up a test paper for a topic that includes application and evaluation

questions as well as recall questions. Share this with another trainee and critique one another’s papers. How could they be improved?

Post‐reading: SSR special edition Assessment and science education December 2003 85 (311) Swain, J. (2010) Summative assessment. In J. Osborne & J. Dillon (Eds) (2010) Good Practice in Science Teaching: What research has to say. Maidenhead: Open University Press.

32

REFLECTION TIME You have now reached the 13th week of the course. Spend some time thinking about the lessons you have taught and those you have observed. Can you identify the essential ingredients of a good lesson? Which lessons of yours have gone particularly well and why?

pm Professional and Policy Studies Lecture and Seminar Understanding Data (Dr Bob Burstow) Questions you might consider: How might the data you collect as a science teacher inform your teaching? How does school data help you understand how effective your teaching is and whether students are on track with their learning? Are you in favour of a school‐wide data‐driven accountability system?

Thursday, December 15 am STG14: Dialogic Teaching Pre‐session activity: Go back to the notes you made in earlier sessions in science and in

Professional Studies and think through how Vygotsky’s ideas might support a science learning environment.

In this session you will look again at Vygotsky’s theory of cognitive development. The session will give you an opportunity to explore the role of social interaction in the development of science learning and how you might foster this in your classroom.

We will also look at how you can use evaluation of your lessons to look at the learning and what is needed next (formative action) as well as a way of informing you about your teaching So far, you have probably been evaluating your lessons in terms of your teaching, pupil behaviour and engagement. This session will focus on how to evaluate learning in your lessons.

Post‐session activity: Focus on your evaluations in the lessons you teach this week. Show these to

your mentor and ask him/her to give you advice about evaluating learning. Post‐reading: Alexander, R (2004) Towards Dialogic Teaching: rethinking classroom talk. Cambridge: Dialogos Black, P. and Harrison, C. (2004) Science inside the black box: Assessment for learning in the science

classroom. London: GLAssessment Scott, P., Mortimer, E. & Aguiar, O. (2006) The tension between authoritative and dialogic discourse:

A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605‐631.

33

pm STG15: Reflection, Review and Evaluation: Formative Action Pre‐session Activity: Go back through the lessons evaluations that you have done and re‐analyse

them. Make 2 lists and bring these to the session: • changes that you identified that you need to make as a teacher • evidence of pupils learning or not learning.

The session: Understandably, people learning to teach often focus on their personal professional

targets, such as improving their explanations of concepts, or developing their management of resources in the classroom. Whilst these elements of your teaching practice are important, we would argue that it is far more important to focus on pupils’ learning.

In this session we will focus on a formative approach; monitoring learning and taking decisions about what to teach next. We will look at the research and how this fits in with the planning‐teaching cycle that teachers do on a daily basis. We will suggest ways in which you can focus your lesson evaluations on learning and a formative approach.

Post‐reading: Harrison, C. (2010) Unit 6.1 Assessment for Learning. In Frost, J. (Ed.) (2010) Learning to teach

science in the secondary school. London: Routledge. Youens, B. (2010) Unit 4.3 Planning and evaluating your lessons. In Frost, J. (Ed.) (2010) Learning to

teach science in the secondary school. London: Routledge. Parkinson, J. (2002) Reflective Teaching of Science 11‐18. London: Continuum Books.

Friday, December 16 am STG16: Show and Tell Pre‐reading: Keogh, B. & Naylor, S. (2011) Creativity in teaching science: stimulating learning. In M. Hollins (ed.)

ASE Guide to Secondary Science Education. ASE: Hatfield. Manning, A., Glackin, M. and Dillon, J. (2009). Creative science lessons? Prospective teachers reflect

on good practice. School Science Review, 90(332), 53‐58. Pre‐session:

1. Come prepared to discuss/present ‘the most creative teaching resource that you have seen/ are currently developing/ or have devised’. Examples could include; role‐play, board games, active starters, an assessment tool, models, PowerPoint presentation.

2. Come prepared to show several Interactive White Board ‘tricks’ that you have learnt in your first term. This website may be useful: Interactive Whiteboard Blog.

The session: The National Curriculum (2008) states, ‘Creative activity is essential for the future

wellbeing of society and the economy. It can unlock the potential of individuals and communities to solve personal, local and global problems. Creativity is possible in every area of human activity – from the cutting edge of human endeavour to ordinary aspects of our daily life.

34

http://www.whiteboardblog.co.uk/2010/07/lesson-starter-ideas-for-your-whiteboard/

35

‘Creativity and critical thinking are not curriculum subjects, but they are crucial aspects of learning that should permeate the curriculum and the life of the school’. (National Curriculum On‐line)

This session enables you to share your creativeness with peers and challenges you to offer new and unique ideas for others to adopt and adapt.

pm STG17: Visit to the Natural History Museum Pre‐session activity: Make yourself familiar with the Natural History Museum website

(http://www.nhm.ac.uk/) Talk to your mentor about how they go about planning an out‐of‐classroom activity in their school. How do they decide where they are going to go? What information do they require before the activity can go ahead? Look at the website to see if this information is available for this centre. What further information would you require prior to your visit?

The session: Today we will visit one of the world’s most famous museums and consider

its educational affordances. See the details of times/location on the Science Noticeboard.

Post‐session activity: Consider which resources would be useful to use following the visit with

your pupils to extend the experience and enable links from the visit back to the learning in the classroom.

Follow‐up reading: King, H. and Glackin, M. (2010) Supporting science learning in out‐of‐school settings. In J. Osborne and J. Dillon (Eds) Good Practice in Science Teaching. Maidenhead: Open University Press.

Spring Term 2012

Monday, January 9 am STG18 AKSIS and Graphing Pre‐session activity: Remind yourself of the main features of constructivism and DARTs. The session: Tables and graphs are commonplace in science yet pupils often find them

difficult to handle. In this session we will look carefully at the AKSIS project and see how to engage pupils with the information they contain, enabling them to understand what questions the information can and cannot answer. The activities aim to promote pupils skills of extracting information and therefore more able to understand the data. We will also look at translating graphs into verbal explanations by analysing variables and drawing conclusions.

You will plan an activity based on collaborative learning/DARTs.

Post‐session activity: Complete the activity in your groups and circulate it. Post‐reading: Goldsworthy, A., Watson, R. and Wood‐Robinson, V. (1999) Getting to Grips with Graphs (AKSIS).

Hatfield: ASE. BIOLOGISTS: Check the science notice‐board today as you will find out the A‐level topic you need to research and present information on in SG24. pm Professional and Policy Studies Lecture and Seminar 14‐19 Education (Chris Winch) Questions you might consider: Does the provision for 14‐19 curriculum support the learning of all students or some students in your Teaching Practice school? What role does Science provision look like in this phase?

Monday, January 16 am STG19: Teaching Enquiry ‐ Beyond Coursework and ISAs Pre‐session activity: Select a year group at KS3 and describe 3‐4 investigations they could do.

Think about the skills they would need and whether you will need to help them develop these skills either in advance or through the investigation. At KS4, the nature of skills assessment will depend on which specification is being used. For example, pupils studying GCSE sciences provided by AQA may undertake Investigative Skills Assignments (ISAs). Go

36

to http://www.aqa.org.uk/qual/pdf/AQA‐4460‐W‐SPAM.PDF and look at the sample assessments.

The session: In this session we will look at what is meant by scientific enquiry in the

context of science in the national curriculum. Generally speaking, this is not an area of the national curriculum that has been taught well. It was envisaged that the introduction of ‘Sc1’ would lead to more open‐ended investigations, but the nature of its assessment at GCSE level led to only a narrow range of experiments being done. Additionally, there was some controversy over the nature of science that it portrays.

It has been suggested that what takes place in schools is a bit like learning to play rugby without anyone explaining the rules of rugby. This session will focus on how schools can explicitly teach the processes and skills of scientific enquiry, and will look at a range of types of enquiry that could be offered to pupils.

Post‐session activity: Look at the enquiry activities that your school selects for Y7‐9. Discuss with

your mentor how they approach the teaching of enquiry skills to youngsters. How do they build on what is done at Key Stage 2?

Post‐reading: Goldsworthy, A., Watson, R. and Wood‐Robinson, V. (2000) Investigations: Developing

Understanding. Hatfield: ASE. Millar, R. (2010) Practical work. In J. Osborne & J. Dillon (Eds.) (2010) Good Practice in Science

Teaching: What research has to say. Maidenhead: Open University Press. Woolnough, B. and Allsop, T. (1985) Practical Work in Science, Cambridge: CUP. pm Professional and Policy Studies Lecture and Seminar Child Protection (Jenny Driscoll)

Monday, January 23 am STG20: Cognitive Acceleration through Science Education (CASE) Pre‐session activity: Read through the notes you made in Professional Studies about Jean Piaget.

Think what Piaget’s stage development idea means in terms of teaching science.

The session: Cognitive Acceleration through Science Education (CASE)

Michael Shayer, Philip Adey and Carolyn Yates developed CASE in the 1980s as a way of enhancing thinking skills in the classroom. This project draws on the ideas of both Piaget & Vygotsky. In this session you will be introduced to the main ideas behind the approach and try out a few of the activities. You will then understand what the point of such lessons are, if your teaching practice school is a CASE school, and/or may be able to try out some of these activities with learners.

Post‐session activity: Select one of the CASE activities that you did today and write a lesson plan

for it. If possible, try teaching a CASE activity in your school.

37

http://www.aqa.org.uk/qual/pdf/AQA-4460-W-SPAM.PDF

Follow‐up reading: Adey, P. and Serret, N. (2010) Science teaching and cognitive acceleration. In J. Osborne & J. Dillon

(Eds.) Good Practice in Science Teaching. Maidenhead: Open University Press. Adey, P. and Shayer, M. (1994) Really Raising Standards. London: Routledge. pm SG22: KS4/5 Topics Biology Bio‐Rad (LG/7) At university many of you would have completed laboratories involving genetic material manipulation. In this session we consider how related technology can be used with your biology A‐level students. For more information, take a look at the Bio‐Rad website. Chemistry Organic microteaching (LG/5) You will work in groups of two or three to present the chemistry of a chosen organic group of compounds to identify major characteristics of the group and relevant experiments. Please order any practicals from Tony (LG10 ext 3131) one week in advance. Physics Physics Problem Solving (LG/11)

Monday, January 30 am STG 21 Controversial issues, implications and applications Pre‐reading: Ratcliffe, M. (2011) Values and ethics in science education. In M. Hollins (ed.) ASE Guide to Secondary Science Education. ASE: Hatfield. The session: At KS4 the National Curriculum for Science (2008) outlines that integrated into the

breadth of study pupils should, “develop their ability to relate their understanding of science to their own and others’ decisions about lifestyle, and to scientific and technological developments in society”. Thus rather than a subject dealing purely with a body of facts, science teachers now explicitly need to explore values and ethics in their lessons. In this session we will consider the place of ethics in science education, evaluate a range of approaches to handling controversial issues and introduce resources that may help to deal with ethical issues within the science laboratory.

Possible follow‐up study task: SSR Ethics and Science Education special edition, December 2004, 86(315) Choose and read one article relevant to/which interests you. Articles available online and through the library. http://www.ase.org.uk/htm/journals/ssr/ssr_dec_2004.php References/further reading: Dillon, J. (2009). Approaching soft disasters in the classroom: teaching about controversial issues in

science, technology, society and environment education. In, Jones, A. & M. de Vries (Eds), International Handbook on Research and Development in Technology Education. Rotterdam: Sense.

Levinson, R. (2006) Towards a theoretical framework for teaching controversial socio‐scientific issues. International Journal of Science Education, 28(10), 1201‐ 1224

38

https://www3.bio-rad.com/B2B/BioRad/product/br_category.jsp?BV_SessionID=@@@@2121193675.1314364064@@@@&BV_EngineID=cccdadfehghffkfcfngcfkmdhkkdfll.0&divName=Life+Science+Education&categoryPath=%2fCatalogs%2fLife+Science+Education%2fAbout+the+Biotechnology+Explorer+Program&loggedIn=false&lang=English&catLevel=3&country=UK&catOID=-16400&isPA=false&serviceLevel=Lit+Request

http://www.ase.org.uk/htm/journals/ssr/ssr_dec_2004.php

Oulton, C., Dillon, J. & Grace, M. (2004) Reconceptualizing the teaching of controversial issues. International Journal of Science Education, 26(4), 411‐423

Wellington, J.J. (1986) Controversial issues in the Curriculum. Oxford: Blackwell pm SG23: KS4/5 Topics Biology A‐level data‐logging and coursework Data‐logging is an extremely useful tool for A‐level students to use; allowing them measure with more precision, to see results immediately, to monitor unique changes over varying lengths of time. Enzymes reactions, plant transpiration and pulse rates are all current A‐level topics where primary data can be collected, analysed and considered. You will be asked to set‐up, run and evaluate a possible coursework practical. Chemistry Organic microteaching 2 (LG/5) This will be a continuation of the session from January 23. Please order any practicals from Tony (LG10 ext 3131) one week in advance. Physics Physics: The Cultural Perspective (LG/11)

Remember that your SSA needs to be handed in on Wednesday February 8

Thursday, February 9 SG24 +25: KS4/5 Topics Biology Use of animals in the classroom (am) (LG/7) Dissection can be a useful resource to develop observation and understanding but clearly can be controversial and emotive in classrooms. We will help you develop your dissection skills and to think about how much dissection you might do when teaching.

Food and Health (pm) (LG/7) This session links biology teaching and the government’s Healthy Schools initiative by considering how we as science teachers can help children link their learning in school with decisions they make about their health and diet in their lives. Chemistry KS4 & A‐level topic (LG/5) Physics Advancing Physics (Westminster School) We will spend the day looking at the Institute of Physics A‐level course; http://advancingphysics.iop.org/.Advancing Physics is an innovative course, written with the explicit aim of attracting more people to study Physics. The course aims to make physics exciting and relevant, is contemporary in content and modes of delivery, is attractive and accessible to the widest possible variety of students, sets physics in a variety of contexts, illustrating connections with everyday life, people, places and cultures.

39

http://advancingphysics.iop.org/

Friday, February 10 Tutorial 3: PPR1 Today, you will meet with your Personal Tutor to discuss your PPR1. You need to bring the following:

• Your Professional Practice File; • Your Profile; • Lesson Evaluation forms; • And, a copy of the proposed timetable for you from SE2. Please make sure that this has

the times, rooms and names of the teachers whose classes you will be teaching. Please use the form provided in the appendices of the ‘Programme Handbook’

• An updated SK audit Each interview will be allocated about 15 – 20 minutes and so come prepared to discuss your progress and to show your Personal Tutor what you have achieved so far. 14.00‐16.30 Careers Fair

Monday, February 13 am STG22: Ideas and Evidence/Argumentation Pre‐session activity: Go to this URL http://www.kcl.ac.uk/schools/sspp/education/research/projects/tlltss.html.on the King’s website and read the information about the current research in this field. The session: The science curriculum includes scientific enquiry and subject content knowledge.

The first of these covers investigative skills, as well as ideas and evidence in science.

In this session we will explore why teaching ideas, evidence and arguments in school science matters, introduce some ways of teaching this aspect of science, and explore your understanding of the nature of science.

Argumentation is another of the flagship pieces of research that the Science and Technology Education Group (STEG) at King’s has been leading in the last few years. Its main aim is to identify how we can encourage students to develop the higher order thinking skills of constructing arguments, and hence to develop a deeper understanding of science.

Post‐session activity: Try to include a lesson in the next few weeks where you use the ideas from this session. Follow‐up reading: Osborne, J., Erduran, S. and Simon, S. (2004) Ideas, evidence and argument in science (IDEAS)

project. London: King’s College London. Shakespeare, D. (2003) Starting an argument in science lessons, School Science Review, 85(311),

103–108 pm There will be an SER Lecture and support session this afternoon.

40

http://www.kcl.ac.uk/schools/sspp/education/research/projects/tlltss.html

Tuesday, February 14 am SG26: Biology A‐level presentation (LG7) This morning will provide you with opportunity to share ideas with your peers. You will work in pairs to give an overview of the main concepts, suitable practicals and resources of an A‐level topic. You will be given 20 minutes between you to explain your topic. If you wish to use PowerPoint, you are limited to 8 slides for your pair. Please provide a summary sheet for your peers listing where resources and reading can be found. Provide 2‐3 questions that are typical for your topic on AS or A2–level papers. If you need a practical demonstration, please order from Tony (LG10 ext 3131) one week in advance. Chemistry Data‐logging (LG/5) This half‐day session provides a second opportunity to try out some data‐logging experiments and to think about the pros and cons of doing these in your TP schools Physics A‐level Presentations (LG/11) This morning will provide you with opportunity to share ideas with your peers. You will work in pairs to give an overview of the main concepts, suitable practicals and resources of an A‐level topic. You will be given 20 minutes between you to explain your topic. If you wish to use PowerPoint, you are limited to 8 slides for your pair. Please provide a summary sheet for your peers listing where resources and reading can be found. Provide 2‐3 questions that are typical for your topic on AS or A2–level papers. If you need a practical demonstration, please order from Tony (LG10 ext 3131) one week in advance. pm SER Research Methods sessions

Monday, February 20 am STG23: Marking, Reporting and Record Keeping Pre‐session activity: Please bring some samples of work you have marked and a note of the

learning objectives for the lesson from which the samples are taken. Please also bring your school/department assessment or marking policy to this session.

The session: Schools have different policies regarding the marking of students’ work, and

on how assessment information is recorded and reported to parents.

Accountability is necessary to provide the information that schools, parents, learners and others need to ensure that progress is being made. We will look at ways of achieving these aims while maintaining the emphasis on assessment for learning.

Post‐session activity: Ask your mentor about tracking and monitoring systems in the science

department and school and how they are used.

41

Follow‐up reading: Kyriacou, C. (1991) Essential Teaching Skills. Hemel Hempstead: Simon and Schuster Education, pp.

118‐122. pm SER Research Methods sessions

Tuesday, February 21 am SG27: KS4/5 Topics Biology A‐level Presentations (LG/7) See the session description for February 14. Chemistry TBA LG/5 Physics Advancing Physics (Westminster School)/Data‐logging (LG/11) This half‐day session provides a second opportunity to try out some data‐logging experiments and to think about the pros and cons of doing these in your TP schools. pm SER Research Methods sessions

Wednesday, February 22

am SER Research Methods sessions

Wednesday, February 22 (pm) – Friday February 24 STGs 24‐28: Field Course at Juniper Hall, North Downs Field course The residential field course takes place over two nights and three days in the spring term. The main aim of the experience is to improve all science students’ expertise and confidence in the teaching of fieldwork. For the biologists the main focus will be on the teaching of fieldwork at A‐level, with a focus on the coursework element of the examination specifications. Knowledge of statistical tests demanded at this level will be refreshed. For the physical scientists the main focus will be on field techniques for teaching pupils at KS3 and KS4. You will be introduced to methods of collecting data and consider how they can be interpreted. Both groups will consider a variety of habitats to include terrestrial and aquatic. We will also consider health and safety, group management, science activities in school grounds and a range of activities to aid pupils learning in alien environments. The field course is heavily subsided but there will be a charge. Learning Outside the Classroom: http://www.lotc.org.uk/ London Environmental Education Forum: http://www.leef.org.uk/

42

http://www.lotc.org.uk/

http://www.leef.org.uk/

Post session reading: Glackin, M. & Serret, N. (2011) Using local outdoor spaces for learning. In M. Hollins (ed.) ASE Guide

to Secondary Science Education. ASE: Hatfield. King, H. & Glackin, M. (2010) Supporting science learning in out‐of‐school settings. In J. Osborne & J. Dillon (Eds) Good Practice in Science Teaching. Maidenhead: Open University Press

Friday March 9 Tutorial 4: SSA & SE2 An opportunity to meet with your tutor, to see how you are progressing and to see how your SE2 school is supporting you. You will also receive your results for your SSA.

Friday April 27 Tutorial 5: PPR2 An opportunity to meet with your tutor and see how you are progressing. You will look through your PPR2 report, your evidence for ITT standards, and updated SK audit and target what you need to do to reach competency by the end of your SE2 teaching experience.

43

Summer Term 2012

Tuesday, June 6 am Tutorial 6: Destinations and End of Year

An opportunity to meet with your tutor and check your progress and plans for next year. You will receive feedback on your SER today.

pm Primary Lecture

Thursday, June 7 and Friday, June 8

Monday, June 11 to Friday, June 15 Primary Experience 2

Wednesday, June 20 am STG29: Y Touring Theatre Company Y Touring is YMCA’s award winning touring theatre company, established in 1989. Through creating high quality theatre and drama, they aim to highlight important, often difficult, current issues and empower its audiences of young people and adults to generate change in themselves, others and society. Y Touring was the first company to work in the arena of health, sex education and science ethics. Y Touring has continually explored its mission statement with work suitable for students, teachers and professionals alike. (See also http://www.ytouring.org.uk/)

Friday, June 22 am STG30: Learning in Informal Contexts/Results Day Much of our research looks at learning in museums, science centres and the outdoors. This session will provide opportunity to feedback on a visit to a museum or science centre of your choice. We will also complete a course evaluation, do some thinking about your professional career ahead and chance to reflect on the learning journeys that we have made. Course Closing Ceremony

44

http://www.ytouring.org.uk/

Appendix 1

45

SCIENCE EDUCATION ACRONYMS AND ABBREVIATIONS The acronyms below apply to science education and to these subject course notes. APT Area Professional Tutor (Mentor Schools) ASE Association for Science Education BAAS British Association for the Advancement of Science BT Beginning Teacher CEDP Career Entry and Development Profile CASE Cognitive Acceleration through Science Education CLEAPSS Consortium of LEAs for the Provision of Science Services CLIS Children’s Learning in Science Project COSHH Control of Substances Hazardous to Health DES Department of Education and Science (now DfE) DfE Department for Education (previously DfCSF, or DfES) DfCSF Department for Children, Schools & Families (now DfE) EiS Education in Science (journal of the ASE) GASP Graded Assessment in Science Project GCE General Certificate of Education GCSE General Certificate of Secondary Education GNVQ General National Vocational Qualification HMI Her Majesty’s Inspector/Inspectorate ICT Information and Communication Technology IoB Institute of Biology IoP Institute of Physics ISA Investigative Skills Assignment ITE Initial teacher education (sometimes ITT, initial teacher training) NCET National Council for Professional Technology NQT Newly Qualified Teacher Ofsted Office for Standards in Education PGCE Post Graduate Certificate in Education QCDA Qualifications & Curriculum Development Authority QTS Qualified Teacher Status RSC Royal Society of Chemistry SATIS Science and Technology in Society SCITT School‐based Initial Teacher Training SEN Special Education Needs SM Subject Mentor SoW Schemes of Work SPT School Professional Tutor (Partnership Schools) SSR School Science Review (publication of the ASE) STE Science Teacher Education (publication of the ASE) TDA Training and Development Agency for Schools (formerly TTA) TTA Teacher Training Agency

Appendix 2

46

READING LIST The books listed below give a background to science education. They should be thought of as a starting point for study. This list does not include school textbooks and projects. Adey, P. and Shayer, M. (1994) Really Raising Standards. London: Routledge Arons, Arnold B. (1997) Teaching Introductory Physics. New York: Wiley Arnos, S. and Boohan, R. (2002) Aspects of Secondary Science Teaching. London: Routledge Falmer. Black, P. (1998) Testing: Friend or Foe? London: The Falmer Press. Bulman, L. (1985) Teaching Language & Study Skills in Science. London: Heinemann. Carre, C. and Barlex, D. (1986) Visual Communication in Science. Cambridge: Cambridge University

Press. Centre for Science Education, Sheffield City Polytechnic (1992) Active Teaching and Learning

Approaches in Science. London: Collins Education. Davies, F. and Greene, T. (1984) Reading for Learning in the Sciences. Edinburgh: Oliver & Boyd. DES (1989) APU Reports: Science at Age 11/13/15. London: HMSO. DfEE (1996) Safety in Science Laboratories. London: HMSO. Driver, R. (1983) The Pupil as a Scientist? Milton Keynes: Open University Press. Driver, R. (Ed) (1985) Children’s Ideas in Science. Buckingham: Open University Press. Driver, R., Squires, A., Rushworth, P. and Wood‐Robinson, V. (1994) Making Sense of Secondary

Science; Research into Children’s Ideas. London: Routledge. Fensham, P. (1988) Development and Dilemmas in Science Education, London: The Falmer Press. Frost, J. (Ed) (1995) Teaching Science. London: Woburn Press. Frost J (Ed) (2010) Learning to teach science in the secondary school, London and New York:

Routledge. Frost, R. (1995) The IT in Secondary Science Book. London: IT in Science. Goldsworthy, A., Watson, R. and Wood‐Robinson, V. (2000) Investigations: Developing

Understanding. Hatfield: ASE. Goldsworthy, A., Watson, R. and Wood‐Robinson, V. (1999) Investigations: Getting to grips with

graphs (AKSIS). Hatfield: ASE. Halliday, D., Resnick, R., and Walker, J. (2002) Fundamentals of Physics. New York: John Wiley. Harlen, W. & Qualter, A. (2009) The Teaching of Science in Primary Schools. Routledge Head, J. (1985) The Personal Response to Science. Cambridge: Cambridge University Press. Hull, R. (Ed) (1993) ASE Secondary Science Teachers’ Handbook, Hemel Hempstead: Simon and

Schuster. Jennings, A. (Ed) (1985) Science in the Locality. Cambridge: Cambridge University Press. Knight, R. (2004) Five Easy Lessons: Strategies for Successful Physics Teaching, London: Addison

Wesley. Kyriacou, C. (1991) Essential Teaching Skills. Cheltenham: Stanley Thornes. Layton, D. (1993) Technology’s Challenges to Science Education. Buckingham: Open University Press. Levinson, R. (Ed) (1994) Teaching Science. Milton Keynes: Open University. McDuell, B. (2000) Teaching Secondary Chemistry, London: John Murray. Matthews, B. (2006) Engaging Education. Developing Emotional Literacy, Equity and Co‐education.

Buckingham: McGraw‐Hill/Open University Press. Millar, R. (1996) ‘Towards a science curriculum for public understanding’, School Science Review,

77(280) pp. 7‐18. Nichols, G. (1999) Learning to Teach: A Handbook for Primary and Secondary School Teachers. Kogan

Page Ltd.

47

NCC (1992) Teaching Science to Students with Special Educational Needs. York: NNC. OFSTED (2008) Success in Science. London: HMSO. Osborne, J. and Dillon, J. (Eds.) (2010) Good Practice in Science Teaching: What research has to say.

Maidenhead: Open University Press. Osborne, J.F. and Freeman, J. (1989) Teaching Physics: a Guide for the Non‐specialist. Cambridge:

Cambridge University Press. Osborne, R. and Freyberg, P. (1985) Learning in Science, Hong Kong: Heinemann Parkinson, J. (2002) Reflective Teaching of Science 11‐18. London: Continuum Books. Poole, M. (1995) Beliefs and Values in Science Education. Buckingham: Open University Press. Redish, E.F. (2003) Teaching Physics with the Physics Suite. Hoboken, NJ: John Wiley and Sons. Reid, D.J. and Hodson, D. (1987) Special Needs in Ordinary Schools: Science for All. London: Cassell. Reiss, M. (2000) Teaching Secondary Biology, London: John Murray. Reiss, M. (1993) Science Education for a Pluralist Society Buckingham: Open University Press. Rogers, B. (2006) Classroom Behaviour, London: Paul Chapman Publishing Sang, D. (2000) Teaching Secondary Physics. London: John Murray Publisher Ltd Sang, D. and Wood‐Robinson, V (2002) Teaching Secondary Scientific Enquiry. London: John Murray. Scaife, J. and Wellington, J. (1993) Information Technology in Science and Technology Education

Buckingham: Open University Press. Sears, J. and Sorensen, P. (2001) Issues in Science Teaching. London: Routledge Falmer. SPACE (1990‐1995) Science Process and Concept Exploration. Liverpool University. Sutton, C. (1992) Words, Science and Learning, Buckingham: Open University Press. Thorpe, S. Deshpandi and Edwards, C. (1994) Race, Equality and Science Teaching: a handbook or

science teachers, Hatfield: ASE. Tobin, K., Butler Kahle, J., Fraser, B.J. (1990) Windows into Science Classrooms, London: The Falmer

Press. Turner, T. and De Marco, W. (1998) Learning to Teach Science in the Secondary School, London:

Routledge. Wellington, J. & Osborne, J.F. (2001) Language and Literacy in Science Education. Buckingham: Open

University Press. Wood‐Robinson, V. (2006) ASE Guide to Secondary Science Teaching. Hatfield: Association of Science

Education Woolnough, B. and Allsop, T. (1985) Practical Work in Science, Cambridge: CUP. Woolnough, B. (Ed) (1991) Practical Science, Buckingham: Open University Press. Woolnough, B. (Ed) (1994) Effective Science Teaching, Buckingham: Open University Press. Also consult the following publications on safety: http://www.ase.org.uk/safety/ Association for Science Education (1996) Safeguards in the School laboratory, 10th Edition, Hatfield:

ASE. Association for Science Education (1988) Topics in Safety, Hatfield: ASE. Department for Education and Employment (DfEE) (1996) Safety in Science Education, London:

HMSO. Science Education Periodicals American Biology Teacher; Education in Chemistry; Education in Science; Geology Teaching; International Journal of Science Education; Journal of Biological Education; Journal of Research in Science Teaching; Research in Science and Technological Education; Physics Education; School Science Review; Science Education; Science Teacher Education.

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

APPENDIX 3

48

LONDON SCIENCE VISITS The following list of museums and gardens is a sample of all there is on offer in the London area. Some museums have their own home pages. Alexander Fleming Laboratory, St Mary’s Hospital, Praed St, W2 1NY British Dental Association Museum, 63‐64 Wimpole Street, W1G 8YS BT Museum, 145 Queen Victoria Street, London EC4V 4AT Chelsea Physic Garden, 66 Royal Hospital Road, SW3 4HS Clockmakers Company Museum, Guildhall Library, Aldermanbury, EC2P 3EJ East Ham Nature Reserve, Norman Road, London E6 4HN Kew Bridge Steam Museum, Green Dragon Lane, Brentford, TW8 0ED London Aquarium, County Hall, Riverside Building, London, SE1 7PB London Planetarium, Marylebone Road, NW1 5LR London Toy & Model Museum, 19 Craven Hill, London W2 3EN London Transport Museum, Covent Garden, WC2E 7BB London Wetland Centre, The Wildfowl and Wetland Trust, Queen Elizabeth’s Walk, Barnes, London SW13 9WT Markfield Beam Engine Museum, Markfield Road, Tottenham, N15 4RB Museum of Garden History, Lambeth Palace Road, SE1 7LB Museum of London, London Wall, EC2Y 5HN National Maritime Museum, Romney Road, Greenwich, SE10 9NF Natural History Museum, Cromwell Road, South Kensington, London SW7 5BD Old Operating Theatre Museum, 9a, St Thomas’ Street, SE1 9RT Royal Air Force Museum, Grahame Park Way, London, NW9 5LL Royal Botanic Gardens, Kew, Surrey TW9 3AB Royal Observatory and Planetarium, Blackheath Avenue, Greenwich, SE10 8XJ Science Museum, Exhibition Road, South Kensington, London SW7 2DD Thames Barrier Visitors’ Centre, Unity Way, Woolwich, SE18 5NJ The Clocktower Museum, Katherine Street, Croydon, Surrey, CRO 1NX The Royal Institution, 21 Albemarle Street, London W1X 4BS Tower Bridge, Tower Bridge Road, London SE1 2UP ZSL London Zoo, Outer Circle, Regent’s Park. London, NW1 4RY

Documents

PGCE Science 2011/12 - King's College London · PGCE Science 2011/12 . ... includes biology, chemistry, earth science, physics and scientific enquiry from Years 1 to 11. Our ... AS/A2