Module EDUM037 for 2017/8
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM037: Secondary Biology Subject Knowledge and Pedagogy
This module descriptor refers to the 2017/8 academic year.
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Set exercise: Written subject knowledge audit | 3 hour task | 3, 4, 10, 11 | Verbal (tutorial) and written action plans |
Set exercise: short written notes on a range of tasks e.g. reflections on peer teaching episodes | 6 hours | 2, 3, 10 | Verbal (tutorial) |
Written notes about 2 week school induction period | 2 weeks in schools prior to beginning course | 1, 2, 5, 13 | Verbal (tutorial) and written |
Written assignment related to literature | 1,500 words | 1, 3, 4, 5, 6, 7, 8, 9 | Written feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Essay | 100 | 6000 words | 1, 3, 4-7, 9. | Written and verbal. |
0 | ||||
0 | ||||
0 | ||||
0 | ||||
0 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Written assignment | Resubmission of essay (6,000 words) | 1, 3, 4-7, 9. | See notes below. |
Re-assessment notes
RE-ASSESSMENT NOTES If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed.
You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final Exam Board in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the Exam Board with the fail mark. You will then be referred to the Consequences Board who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1st September. You should discuss these options with your tutor
Note: if you choose the second option, the award of PGCE will be delayed until the Exam Board following any successful resubmission (normally held in December).
In the case of the assignment for the Education and Professional Studies module, there may not be time to mark a resubmitted assignment before the end of the programme; this will mean that the award of PGCE will be delayed until the first Examination Board after July (this is normally held in December).
If an assignment is deemed to be a Fail by the Exam Board, the mark obtained on resubmission will be capped at 50%.
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Abrahams, I. (2010) Practical Work in Secondary Science: A minds-on approach. London: Continuum.
Bennett, J. (2004) Teaching and Learning Science: A guide to recent research and its applications. London: Continuum
Bishop, K. & Denley, P. (2007) Learning Science Teaching: Developing a professional knowledge base. Maidenhead: Open University Press
Frost, J. (ed) (2010) Learning to Teach Science in the Secondary School: A companion to school experience (3rd Edition). London: Routledge.
Hollins, M. (2010) ASE Guide to Secondary Science Education. Hatfield: ASE
Kind, V. and Kind, P.M. (2008) Teaching Secondary How Science Works. London: ASE/John Murray.
Kind, V. and Taber, K. (2005) Science: Teaching School Subjects 11-19. London: Routledge
Oversby, J. (2012) ASE Guide to Research in Science Education. Hatfield: ASE
Parkinson, J. (2002) Reflective Teaching of Science 11-18. London: Continuum
Pollard, A. (2008) Reflective Teaching: Evidence-informed Professional Practice (3rd Edition). London: Continuum
Pollard, A. (ed) (2002) Readings for Reflective Teaching. London: Continuum
Reiss, M. (ed) (2011) Teaching Secondary Biology (2nd Edition). London: ASE/Hodder
Reiss, M. (2000) Understanding Science Lessons. Buckingham: Open University Press
Sang, D. (Ed.) (2011) Teaching Secondary Physics (2nd Edition). London: Hodder Education
Sotto, E. (2007) When teaching becomes learning (2nd Edition). London, Continuum
Taber, K. (Ed) (2012) Teaching Secondary Chemistry (2nd Edition). London: Hodder Education
Wellington, J. and Ireson, G (2012) Science Learning, Science teaching. (3rd edition). London: Routledge
Williams, J.D (2011) How Science Works: Teaching and learning in the science classroom. London: Continuum.
Wilson, E. (2009) School-based Research: A Guide for Education Students. London: Sage
Web based and electronic resources: see PGCE Secondary Science page on ELE (http://vle.exeter.ac.uk/)