Module EDUM039 for 2017/8
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM039: Secondary Chemistry Subject Knowledge and Pedagogy
This module descriptor refers to the 2017/8 academic year.
Module Aims
The principal aims of the module are to:
• enable you to gain a comprehensive understanding of the background theory, issues and practice relating to current teaching of science in the secondary curriculum, with particular reference to the teaching of chemistry;
• support you to meet the Standards required for the award of Qualified Teacher Status and thus be in a very good position to gain employment as a science teacher able to specialize in chemistry; and
• nurture your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in your subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and curriculum theory.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. identify and evaluate educational concepts and issues related to the teaching of science, with particular reference to chemistry, and engage in critical debate about current educational issues in the teaching of these subjects drawing on evidence from theory, research and practice; 2. recognise pupils learning needs in science, with particular reference to chemistry, and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work; 3. demonstrate confident academic and pedagogic subject knowledge to teach science to Key Stage 3 and chemistry to Key Stage 4 and beyond; 4. demonstrate secure understanding of the statutory requirements for teaching science; |
| Discipline-Specific Skills | 5. critically evaluate the relevance of educational theory to practice; 6. synthesise relevant educational literature in support of an argument; 7. use appropriate technologies for data handling and writing in education; 8. present data and findings in a form appropriate in educational studies; 9. use research data in support of an argument in education; |
| Personal and Key Skills | 10. manage your own learning development; 11. learn effectively and be aware of your own learning strategies; 12. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes; 13. work productively in different kinds of teams (formal, informal, project based, committee based etc); and 14. think creatively about the main features of a given problem and develop strategies for its resolution. |
Module Content
Syllabus Plan
The module introduces students to current thinking in the teaching of science, with particular reference to chemistry, and develops students’ pedagogic and academic subject knowledge in the field of science education. Key elements of the module include:
- Science Lecture Programme: lectures to cover the theoretical basis of science education, including an introduction to current ideas on the development of science teachers’ professional thinking and practice.
- Main Subject Chemistry Course: a series of lectures, seminars and practical classes to address the range of practice in current chemistry teaching at KS4 and post-16 level.
- National Curriculum Physics and Biology Courses: a series of lectures, seminars and practical classes to develop practice in physics and biology teaching at KS3 and to develop students’ own subject knowledge in these subjects.
- Subject Support Teaching (Chemistry): a series of sessions in which students teach specialist aspects of degree level biology to their peers followed by tutorial review to encourage the development of reflective analysis.
- Peer Teaching: teaching sessions in which students use the University of Exeter Model of Initial Teacher Education to develop their skills of reflective practice followed by tutorial review and feedback.
- Science Pedagogy Workshops: a series of practical workshops introducing a range of pedagogical approaches to the teaching and learning of science at KS3 – KS5.
- Seminar Days: Five days when students return to the university to share school-based work experiences and develop the links between theoretical and practical aspects of teaching Science and Physics.
- Fieldwork: a day learning about ecology and geology on a local rocky shore.
On the Secondary PGCE, you will learn and reflect on the skills and knowledge required by the programme’s credit-bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your 24 weeks of applied professional experience in schools.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 85 | 215 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 15 | Lectures; Science Lecture Programme |
| Scheduled Learning & Teaching activities | 52 | Practical classes and workshops: Main Subject Chemistry Course; National Curriculum Physics and Biology Courses; Peer Teaching and Subject Support Groups; Science Pedagogy workshops |
| Scheduled Learning & Teaching activities | 10 | Seminar Days |
| Scheduled Learning & Teaching activities | 5 | Fieldwork |
| Scheduled Learning & Teaching activities | 3 | Tutorials with academic tutor |
| Guided independent study | 215 | Independent Study |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
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, 12 | 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 | 6,000 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, 12. | 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/
