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• College of Social Sciences and International Studies

Postgraduate Module Descriptor

EDUM039: Secondary Chemistry Subject Knowledge and Pedagogy

This module descriptor refers to the 2017/8 academic year.

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:

...and this table provides a more detailed breakdown of the hours allocated to various study activities:

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.

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.

...and this table provides further details on the summative assessments for this module.

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.

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 1^st 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%.

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