Professional Documents
Culture Documents
Illustration from Concept Cartoons in Science Education by Stuart Naylor and Brenda Keogh
(2000) Millgate House Publishers.
The principal aims of the Secondary Science modules are to equip students with a
comprehensive understanding of the background issues and practice of the current teaching
of Science in the secondary school and to enable them to meet the Standards for the Award
of Qualified Teacher Status. In addition, the module seeks to nurture reflective and
autonomous professional practitioners who are able to identify strengths and areas for
development in their subject knowledge and pedagogy, through evaluating current
professional practice in relationship to developments in research and curriculum theory.
Intended Outcomes
Discipline specific skills
In the context of the whole range of Science relevant to KS3, and Biology, Chemistry,
Physics or Psychology relevant to KS4 and post-16 level, students will be able to:
identify and evaluate educational concepts and issues related to Science education
and to engage in critical debate about current educational issues in Science,
drawing on evidence from theory, research and practice;
recognise pupils learning needs in Science and interpret them in order to plan,
teach, assess and evaluate lessons and schemes of work in Science;
demonstrate confident academic and pedagogic subject knowledge to teach Science
in the secondary phase of education;
demonstrate secure understanding of the statutory requirements of Science in the
National Curriculum;
demonstrate professional competence as specified by the Standards for the Award
of Qualified Teacher Status.
Core academic skills
Students will be able to:
critically evaluate the relevance of learning theory to practice;
synthesise relevant literature in support of an argument;
use appropriate technologies for data handling and writing;
present data and findings in an appropriate form;
use research data in support of an argument.
Personal and key skills
Students will be able to:
manage their own learning development, learn effectively and be aware of their
own learning strategies;
express ideas and opinions, with confidence and clarity, to a variety of audiences
for a variety of purposes;
work productively in different kinds of team (formal, informal, project based,
committee based etc);
identify the main features of a given problem and to develop strategies for its
resolution;
interpret and use data effectively in learning and skills processes.
Contents
Introduction..........................................................................................................................2
Some general principles.................................................................................................................2
PGCE Secondary Science Course Objectives................................................................................3
Personnel on the PGCE Science Course........................................................................................4
School/University Partnership.......................................................................................................5
Course Documentation..................................................................................................................6
Individual Development Portfolio (IDP)....................................................................................6
Course structure.............................................................................................................................7
Further Information..........................................................................................................51
Applying for a Teaching Post.......................................................................................................51
Useful References........................................................................................................................52
Professional organisations for science teachers............................................................................59
Association for Science Education (ASE)................................................................................59
The Institute of Biology (IoB)..................................................................................................60
The Royal Society of Chemistry (RSC)...................................................................................61
The Institute of Physics (IoP)...................................................................................................62
Introduction
Some general principles
The PGCE secondary science course at Exeter is designed to help you to understand how pupils learn
science and how you can teach it effectively, safely and in an interesting way to secondary school
pupils of all ages and abilities. Both of the major course components, university-based work and
school-based work, are essential to your development as a science teacher. We do a great deal to
ensure that the components are inter-related. You have a major role to play in being analytical, creative
and critical, using what you learn in one component to raise questions and generate possible answers
about the things you see and do in the other.
You will not always find a cosy unanimity between school-based work and university-based work.
This is not about one being right and the other wrong; it is about people with different roles and
perspectives bringing their different expertise to bear on the same set of issues and coming up with
(sometimes) different insights into teaching and learning.
Similarly, you will not always find cosy unanimity within each component e.g. amongst all lecturers in
the university, or all the teachers in a school. This reflects the richness of the theoretical foundations
and personal experiences that teachers and lecturers bring to their professional activities.
We hope you will be thoughtful about the diversity and examine the whole range of views including
(perhaps especially) those that you bring with you to the course. We expect that you will leave the
course thinking differently about science education, acting effectively in the provision of science
education for pupils, and reflecting on what you do so that you can continue to develop as a science
teacher throughout your career. We hope you enjoy this course as the start of your professional
journey.
The PGCE science course introduces you to the following elements of science teaching:
planning, preparing, resourcing, assessing and evaluating science lessons for children of
different ages and abilities.
school laboratory management including safety issues.
subject knowledge across the whole range of National Curriculum science, with specialist
knowledge for teaching in your subject specialism.
the use of information and communications technologies (ICT) to support science teaching
and learning.
Your science subject course is complemented by a Professional Studies programme which considers
issues of concern to all trainees, whatever their subject discipline.
The course is designed to promote your progressive development throughout the year. In the Autumn
term we work predominantly in the University, with one week in your first placement school. During
the Spring and Summer terms you will work in two schools, changing over at the end of the Spring
term. While you are working in schools, contact with the university is maintained with three visits
from your University Visiting Tutor and by university based Seminar Days at roughly monthly
intervals.
have further developed a breadth and depth of science knowledge beyond school syllabuses;
be able to plan sequences of lessons in science for pupils in the secondary phase of education;
be able to teach and assess to the levels appropriate to all of the age ranges in the secondary
phase;
be able to provide advice on content and approaches to teaching biology, physics or chemistry
to colleagues who have specialised in other disciplines;
be aware of links and common ground between subjects and be able to incorporate into your
teaching a range of cross-curricular dimensions, themes and skills;
have developed an understanding of the ways in which pupils develop and learn, and the ways
in which pupils' work can be planned to secure clear progression;
have developed the capacity to use a range of teaching strategies in appropriate ways;
have developed the capacity to identify gifted pupils and pupils with other special educational
needs;
be able to select and make appropriate use of a range of equipment and resources;
be able to make confident and appropriate use of ICT to support teaching and learning;
be able to evaluate the ways in which ICT changes the nature of teaching and learning;
be able to pay due regard to the health and safety of pupils in the school science laboratory;
have developed skills of critical reflection that will underpin your continued professional
development throughout your teaching career.
Specialism
Chemistry
Room
NC139
Phone *
4826
Professor Keith
Postlethwaite
Physics
NC125
4840
Dr Nasser Mansour
Physical
sciences
Psychology
Biology
BC216
4787
N.Mansour@exeter.ac.uk
NC138
4932
D.Moore@exeter.ac.uk
N.C.Skinner@exeter.ac.uk
Science
Technician
NC06D
4933
C.S.Smith@exeter.ac.uk
Mr Darren Moore
Dr Nigel Skinner
PGCE Science
Co-ordinator
Mr Chris Smith
E-mail
L.Hetherington
@exeter.ac.uk
K.C.Postlethwaite
@exeter.ac.uk
* add 01392 - 26 to university extension numbers if calling from outside the university
Personal Tutors
You will be assigned a personal tutor who will take an overview of your professional development and
provide academic and personal support. Responsibilities of personal science tutors include:
School/University Partnership
Your course involves a partnership between the university and a group of schools. In this partnership,
the university is best placed to help you to:
understand some of the theoretical ideas which can inform teaching e.g. ideas about pupils
learning, motivation or class management.
examine a range of possible ways of doing key things as a teacher e.g. ways of assessing
pupils work or of using practical work to support pupils learning.
introduce you to the broad national context of education e.g. the National Curriculum, the
legal aspects of teaching.
explore broad educational issues such as special educational needs or personal, social and
health education, and relate these to the task of teaching science.
examine and address what you bring to the task of teaching e.g. particular strengths and
weaknesses with respect to subject knowledge and ICT, particular values related to teaching,
personal theories of teaching based on your experiences of being taught.
introduce you to ways in which you can inform your own teaching through small scale
research that you carry out on your own practice or your own teaching context.
contribute to the support which you will receive while you are learning to teach in school and
to the assessments which will be made of your practical teaching.
moderate the assessments which teachers make about your practical teaching ability.
support the teachers who will work with you in school.
Your two placement schools are best placed to help you to:
support you as you plan to teach elements of lessons, whole lessons and sequences of lessons
as the course progresses.
observe your teaching and provide you with feedback on its strengths and its weaknesses.
help you to develop your teaching skills through this process of planning, doing and
discussing your teaching.
help you to learn to think differently about teaching from this process of planning, doing and
discussing your teaching.
help you to become reflective about your own teaching so that you can identify the strengths
and weaknesses in your own work and plan next steps accordingly.
assess your teaching.
The school/university partnership will help you to develop the understanding and the skills needed to
teach well in a given context, and to be flexible to manage changes of context. In this way we intend
to provide a course that not only helps you to thrive during the PGCE year, but also to move with
confidence into your first post.
Course Documentation
Please refer to the PGCE Programme handbook for further information about documentation.
Handouts and digitised materials will be provided as the course progresses. Much of the science
specific documentation will be made available on the student documents site:
http://www.education.ex.ac.uk/students/index.php?id=126
Important documents include:
The Secondary PGCE Programme Handbook
This sets out the overall PGCE secondary framework including crucial assessment deadlines.
PGCE Science Course Handbook (i.e. this booklet)
This includes an outline of how the secondary science PGCE course is organised together with
important dates, assessment procedures and criteria together with other information specific to the
Secondary Science course.
Individual Development Portfolio (IDP)
This is an important file that you will build up through the year to show both your progress and your
attainment. It is a key document of the Exeter Secondary PGCE Programme and is central to
identifying and meeting your individual training needs, and in assessing your progress against the
Standards for the Award of QTS. At the start of the course, you will be given an index to use for your
IDP.
Career Entry and Development Profile (CEDP)
This document is provided by the Training and Development Agency (TDA) towards the end of your
training year. You will use it to provide a summary of your strengths as a teacher of secondary science
and suggest areas for further development during your induction year in your first teaching post.
Advice on paperwork
It is essential that you develop effective strategies for collecting and organising the evidence of your
progress. It is your responsibility to maintain logically-organised and up-to-date files. Your tutors will
advise you on how you might approach this if you feel unsure about this organisational aspect of your
training.
THE KEY THING IS TO KEEP EVERYTHING UP-TO-DATE, CAREFULLY FILED AND
INDEXED FROM DAY 1.
If you do this, the university requirements will be met more easily and you will be able to find things
for your own purposes during this and subsequent years. If you dont organise your paperwork you
are then faced with a huge amount of assorted papers to organise your task will be horrendous - and
probably impossible!
Course structure
The PGCE secondary science course has several distinct but related elements:
1. Preliminary School Experience.
This takes place in the two weeks before the start of the university-based part of the course. You will
normally have spent one week in a primary school and one week in a secondary school.
2. Professional Studies Programme.
The PGCE Programme handbook provides details of this course. It includes both university and
school-based work. Many of the issues are taken up in the Science Programme, when the particular
implications for science teaching will be explored. There are two Professional Studies Activities to be
done during your school-based work.
3. Secondary Science Programme.
The lectures and workshops in science are designed to help you to teach broad and balanced science in
Key Stage 3, your specialist subject and preferably at least one other science in Key Stage 4, and your
specialist subject at post-16 level. It has the following elements:
i) Science Lecture Programme
The lecture programme during the Autumn Term includes sessions on general issues in science
teaching.
ii) National Curriculum Courses
You will follow National Curriculum courses in your non-specialist science subjects.
iii) Main Subject Sessions
Taught sessions in your specialist science subject.
iv) Subject Support Groups
Subject support groups will be arranged to consolidate and extend your specialist science subject
knowledge through being taught about some post 16 topics by your peers.
v) Peer Teaching
You will begin to familiarise yourself with the Exeter model of Initial Teacher Education through
teaching two 10 minute episodes to a group of your peers in which you focus on a particular aspect of
teaching using an Agenda.
v) Information & Communications Technology for Science Teaching
ICT workshops will provide an opportunity for you to learn about the use of ICT for effective science
teaching and learning, and you will be able to develop and extend your computer skills.
4. Tutorials
You will meet your personal tutor to discuss your progress on a number of occasions through the year.
5. Directed Study.
This occupies those periods between Monday and Friday (9.00am - 5.00pm) during the autumn term
that are not specifically timetabled. We have tried to keep Friday free of taught sessions but there will
be some Fridays when you need to come in for tutorials or a taught session.
10
6. School-Based Work
Preliminary school experience
At the start of the course all PGCE secondary trainees spend a week in a primary and a week in a
secondary school.
Induction in School 1 (Autumn term).
You will spend week 7 (16th 20th November) in your first placement school. Further details are given
in the PGCE programme handbook.
School-based work in the spring and summer terms
First placement: 4th January 26th March
Second placement: 29th March 31st March, 19th April 1st July.
You will be supported in your school-based work by teachers in school who are specifically trained for
this purpose and by visits from a University Visiting Tutor (normally two visits in the spring term and
one in the summer term).
7. Seminar Days
At intervals during your main blocks of school-based work, you will return to the university for an
intensive training day when you will reflect upon your progress and consider developments in your
practice as a teacher. It is also a chance for you to share experiences with other members of the
secondary science group. Further details about the seminar day programme can be found in the PGCE
programme handbook.
The five seminar days run from 10.00 a.m. until 3.30 p.m. and will be on the following dates in 2010:
SD1
SD2
SD3
SD4
SD5
11
Tuesday
6th October
Wednesday
7th October
Thursday
8th October
Friday
9th October
12
9.00 13.00
Introduction to the course and each other.
Tour of Campus.
Venue: Labs
9.15-10.45
11.15 -12.45
Lecture:
Knowledge for Lecture / Workshop: The
teaching
Nature of Science
KCP
NCS
BC114
Labs
9.15-10.45
11.15 -13.00
Lecture:
Introduction to Joint tutorials
planning
science lessons
Q22
NCS
14.00-16.00
Feedback on preliminary
experience with Personal Tutors
Venue: Labs
14.00-15.00
10.00 -12.00
Lecture / workshop: Planning for Active
Learning
Labs
13.00-14.00
Professional
Studies
NC12
Independent study
Seminar / workshop
How Science Works
NM and NCS Labs
14.00 15.00
The electronic library using electronic
journals and databases
Aeronwen Allison (Academic Support
Consultant for Education)
Labs
14.30 16.30
Planning engaging
science lessons
10
Room
NC07
09.00
10.00
11.00
ICT workshop
10.00-11.00
BC218
NC08
Other
Tue
NC07
NC08
Other
Wed
Thu
NC07
NC08
Other
13.00
Week Number
Begins
15.00
Science Lecture
9.15-10.30 Room G18
Peer teaching weeks 2 - 5
Other
Fri
14.00
NC07
NC08
Other
12.00
Directed Study
1
5th Oct
2
12th Oct
3
19th Oct
4
26th Oct
5
2nd Nov
6
9th Nov
7
16th Nov
8
23rd Nov
9
30th Nov
10
7th Dec
13
Day
Thursday
Date
15 October
22nd October
Monday
19th October
4 and 5
Thursday
29th October
5th November
Monday
Tuesday
9th November
10th November
Wednesday
11th November
Thursday
12th November
th
Change/complexity
You are required to attend only one Peer Teaching 1 session.
This will be on either 15th or 22nd October
On the same day that you attend the peer teaching session you are required to attend
one Classroom Presence session
Field trip to Ladram Bay
Main subject chemistry and physics sessions 9.30 11.30
Biology and psychology subject support groups 9.30 11.30
Leave Exeter for Ladram Bay around 11.45
Arrive Ladram Bay around 12.15
Depart Ladram Bay around 16.00
You are required to attend only one Peer Teaching 2 session.
This will be on either 29th October or 5th November
You may choose to attend the optional First Aid sessions
Details to be announced
Keith is not able to run the Main Subject Physics session on Monday November 9th or
the National Curriculum Physics sessions on Tuesday 10th November.
These will now take place on Friday 13th November as follows:
Main subject 9.00 11.00 ; NC session 1 11.30 13.00 ; NC session 2 14.00 -15.30
Principal Subject Tutor (PST)Meeting 14.00
This is a chance to meet you PST time and location to be announced.
National Curriculum Biology session moved to Thursday 12th November 10 12.00
National Curriculum Biology 10 12.00
Professional Studies cross-curricular afternoon starting at 13.00 or 14.00.
12
11
Theme for week: Science and society cultural and ethical issues
9 9.15
10
Mon
11
12
Main Subject Physics
Main Subject Chemistry
13
14
15
Teaching Controversial
Issues.
NCS
BC114
16
09.15 10.30
Science and Literacy
KCP
BC114
Wed
09.15 10.30
Research Methods for Action
Research and Case Studies.
DM
G18
Thu
10.00 12.30
Visiting Speaker: Sarah Moss (past student,
now an AST in Hampshire)
Labs
13.00 14.00
Professional
Studies
NC12
14.00 15.00
Professional
Studies
NC12
Fri
15
10
11
12
Main Subject Physics
Main Subject Chemistry
Biology Support Groups
13
14
15
Science Lecture:
Practical Science and
Science Investigations
(LH)
NC12
16
09.30 13.00
Investigations and Assessment Practice (KP/LH/NS/NM)
Labs
Wed
09.30 13.00
Teaching Energy
KCP
G17
Thur
Fri
13
16
14
Provisional Timetable for Week 10 (07/12/09 11/12/09)
Theme for week: Environment, Earth and Universe
9 9.15
10
Mon
11
12
Main Subject Physics
Main Subject Chemistry
13
14
15
16
14.00 17.00
Teaching Earth Science at KS3: Presenters from the
Earth Sciences Education Unit
10.00 13.00
Teaching Earth Science at KS4.
Presenters from the Earth Sciences Education Unit
Wed
10.00 11.00
Space Odyssey Planetarium
Lower Sports Hall (Biologists)
11.15 13.00
Main Subject Biology
11.15 13.00
Main Subject Psychology
09.00 -11.00
Physics Support Group
Chemistry Support Group
Labs
Thu
12.30- 13.30
Space
Odyssey
Planetarium
Lower Sports
Hall
(Psychologists
Biologists +
Primary
Science)
14.00 15.00
Professional
Studies
Room NC12
Fri
17
LECTURE 1
Monday 14:00
BC114 except week 1
1
Begins
Mon 5
Oct
LECTURE 2
Tuesday 09:15
BC114
SL1: Knowledge for teaching
Q10
KCP
SL4 : Misconceptions
Q14
LECTURE 3
Wednesday 09:15
G18
SL2: Introduction to planning
science lessons
Q22
NCS
2
Begins
Mon 12
Oct
3
Begins
Mon 19
Oct
Field Trip
Ladram Bay (low tide 14.00)
Q10, Q14
NCS/LEJH
SL6: Constructivism,
Social Constructivism &
Situated Learning
Q10
KCP
4
Begins
Mon 26
Oct
SL9: Motivation
Q10, Q19
KCP
5
Begins
Mon 2
Nov
6
Begins
Mon 9
Nov
KCP
18
19
Day
Monday
Monday
Wednesday
Wednesday
Time
11:00-13:00
11.00-13.00
11:00-13:00
11:00-13:00
Week 2 session
For this meeting, you will need to bring:
Your own specialist subject knowledge audit and needs analysis.
A specification for an A/S and A2 course (one per group; copies in the labs).
An A level textbook or revision guide.
Your PGCE Science Handbook.
The aims for the session are:
Everyone should prepare and teach at least one session of 30 minutes during the term. Some of you
will provide a second session on a different day. For each session, start by telling the group your
specific learning objectives (what you hope the group will learn). Use teaching strategies
appropriate for a post-16 group - methods of delivery are likely to vary with different presenters.
Keep your teaching resources simple. The rooms that you use should have an OHP available.
Please let Nigel Skinner know if this is not the case.
20
21
There are 7 sessions to plan (after and not including Week 2).
The rooms are booked for two hours.
A suggested format is for two topics to be addressed per meeting, each lasting 30 minutes,
with a 10-minute question and answer session after each presentation. You should also plan
for the group to give feedback to the teacher in a session evaluation. For example:
Activity
Teaching session 1
Question and answer session
Feedback to presenter
Break
Teaching session 2
Question and answer session
Feedback to presenter
Duration (minutes)
30
10
5
30
30
10
5
Time from
start
(minutes)
0:00
0:30
0:40
0:45
1:15
1:45
1:55
2:00
Complete the planning sheet during the first session in week 4. The Subject Support group
representative should then send a copy to Nigel Skinner.
Planning your Subject Support Session
Use a template to help you plan the session further guidance will be provided in a lecture on
planning.
Decide on your learning objectives (the things the group will know/be able to do after you have
taught the session).
Review your own subject knowledge to ensure you are confident with the material you will teach.
Decide how to present the material (including timings).
Decide how you will assess whether learning has taken place.
Design resources to use during the session (handouts, OHTs, etc) Check that you have ordered any
equipment you need (Keep it simple!)
Feedback from peers
After the session each group member will give brief feedback to the presenter on a sheet of paper.
Useful feedback identifies areas of strength and possible areas for development, so you could note
down:
what was done well (always start with a positive note).
what you feel helped you to learn.
a comment on the quality of any teaching resources and how well they were used.
anything that hindered your learning and might be done differently next time.
If you want to have an Agenda annotated then please arrange for one of your peers to do this!
After the session
The teacher should reflect on the session:
Did you achieve your learning objectives?
How do you know that learning has occurred?
What parts of the session were you pleased with and why?
What might you do differently next time?
Write some brief notes to summarise this reflection. Use relevant aspects of the Framework for
Dialogue about Teaching to help you. Keep these notes in your Directed Tasks file.
22
Bio A Bio B
Term
week
Presenters name
Bio C
Psychol
Chem
Topic
3
3
4
4
5
5
6
6
SBW IN WEEK 7
8
8
9
9
10
10
23
FOCUS
1
(2.00 pm
Labs)
2
(BC218)
3
(BC218)
4
(BC218)
5
(Labs)
6
(Labs)
7
8
(Labs)
You will have the opportunity to observe and use ICT in a school context during school-based work
in the spring and summer terms. By the end of the PGCE course, you should be able to make sound
decisions about when, when not, and how to use ICT effectively in teaching secondary science and
to know how ICT may be used more generally to support your professional activities.
24
Directed Tasks
These tasks are designed to help you put into practice some of the material presented to you in the
Professional Studies and Science lectures. The products of each of the tasks should be kept in a
Directed Task file and you should bring this file to each of your tutorial sessions. You should be
prepared to do other activities related to your national curriculum and main subject sessions, but
these do not need to be kept in your directed task file.
Task
1
Week
1/2
2/3
4/5
Requirements
Reflecting on the Nature of Science and the National Curriculum (NC)
i) Complete the Nature of Science (NoS) profile (5/10)
ii) Group discussion of your NoS profiles and how these relate to the How
Science Works component of the NC (6/10)
iii) Read Beyond 2000 and Philosophy of Science: An Overview for
Educators by Machamer (1998). Both of these are available on the
Student Documents site. Revisit your NoS profile make notes on any
changes in your views.
iv) Group discussion in seminar ( 12/10)
v) Write around 200 words explaining your views on each of the NoS
dimensions.
Planning and reflecting: Peer Teaching 1
i) Plan a 10 minute teaching episode and write an associated Agenda for
your first peer teaching session. See p45 of the PGCE handbook for
guidance on writing Agendas. Choose a focus from the
Communication and Interaction section (p 76 of the PGCE handbook).
ii) Teach this episode to a group of your peers. One of your peers will
annotate your Agenda for you.
iii) Write some critically reflective notes using the annotated Agenda to
help you.
iv) Discuss your reflections with the person who annotated the Agenda and
add further notes if appropriate.
Learning objectives and their assessment
For your main subject session in week 3 write learning objectives and ways
in which they could be assessed for a sequence of three KS4 lessons. These
should be related to the topic that was addressed in the main subject session
in week 2.
Planning and reflecting: Peer Teaching 2
i) Plan a 10 minute teaching episode and write an associated Agenda for
your second peer teaching session. Choose another focus from the
Communication and Interaction section (p 76 of the PGCE handbook).
ii) Teach this episode to a group of your peers. Your University Visiting
Tutor (UVT) will annotate your Agenda for you and will discuss this
with you.
iii) Write some critically reflective notes using the annotated Agenda to
help you.
Differentiation
For your main subject session in week 6 prepare a differentiated resource
designed for a KS3 lesson on a topic that was addressed in the main subject
session in week 5.
Cross-curricular task for Professional Studies see page 23 in this
handbook for details
25
3-8
26
During this session you will take part in an activity to plan for one of the cross-curricular
dimensions in a mixed-subject team. Details of the task will be circulated at least two week
prior to the session, along with the groups and rooms.
27
Peer-Teaching
Peer teaching is the term we use for a 10-minute episode of instruction given by you to others in
the PGCE science group. This is an opportunity to practice some science teaching strategies in
front of a sympathetic and supportive group before you try them out in school. The group will act
as your class for any interactive teaching such as a question-and-answer session but problems
with management of order are not anticipated! Aim to present your episode at a level suitable for a
KS3 or KS4 class. The second of your peer teaching episodes will be recorded onto DVD. This
always proves to be a very valuable, if challenging, exercise much resisted at the outset and much
appreciated at the end! The second sessions are attended by your university visiting tutors. They
will give you feedback on your teaching and on the learning that took place. Peer teaching is a
requirement of the science course, but your efforts are not graded.
Prepare an episode plan and an Agenda for each peer teaching session. Guidance for how to do
this will be given in the science lecture programme. There is additional guidance about
constructing Agendas in both the Programme Handbook and later in this handbook. State on your
episode plan and Agenda whether the episode is intended for KS3 or KS4, and whether your target
group is a top set, bottom set or a mixed ability class.
Please remember that you are not attempting to give a whole lesson, or a lesson abstract. The idea
is to teach a short episode with a focus chosen on Communication and Interaction see page 76
in the PGCE handbook for a list of these . The Agenda for your 10-minute episode should be
written down in as much detail as possible. Note what you intend to say, ask, or demonstrate, and
estimate the time needed for different components of your episode. Although you will be teaching
for only 10 minutes, you should aim for changes of approach and pace during your delivery. It is
most important to avoid long monologues, so do not learn from a pre-written script or read from
notes. It is not appropriate to use a Powerpoint presentation for this short teaching episode.
The interactive whiteboards can be used to write on but do not try to do anything too sophisticated
with these just use them as something to write on and make sure you use the correct pens!
If you need any equipment to support your teaching, please talk to Chris Smith the science
technician. He will do his best to supply any reasonable requests, but do let him know at least three
days in advance of your session.
It is essential to work to a 10-minute limit for the peer-teaching episode. Include estimated timings
for the various activities of your episode, but remember that these estimates are to give you
practice in developing an awareness of pace in a lesson, not a straightjacket to worry about. You
will have to stop you after 10 minutes whether or not you have completed your planned delivery.
It is best to choose a science topic that you know thoroughly to avoid any anxieties about the
adequacy of your subject knowledge. Scripting essential questions is helpful and clear notes of any
board work will help the episode to run smoothly. A visualiser (a sophisticated OHP!) will be
available in the lab. If you would like to practice board notes or to try out the visualiser before your
peer teaching session, feel free to do so whenever the laboratories are not in use for teaching
please liaise with Chris Smith over this.
Make two copies of you episode plan and Agenda. At the beginning of your session give one copy
of your episode plan and Agenda to the person (your UVT in session 2) who will annotate the
Agenda. Please also bring a blank recordable DVD to the session so that your teaching can be
recorded.
When you reflect on your teaching after the episode, you should think about any differences
between what you planned to do and what actually happened. The annotated Agenda will be
helpful here. When thinking about the differences between what your intentions were and the
episode as it occurred you might ask yourself the following questions:
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Other questions or issues may occur to you. When you have finished your thorough critical
reflection on the episode, you should complete a written evaluation.
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Tutorials
During the autumn term you will meet with your personal tutor on three occasions. You will also
have the opportunity to discuss any issues or questions with your tutor when you come in for the
Seminar Days during the spring and summer terms. The focus for each of the meetings is set out in
the table on the following page. Please make sure that you carry out all that is asked of you before
the tutorials and bring along those things which will be needed. The first tutorial will focus on the
pre-course tasks (summarised below) your Initial Needs Analyses (INAs) and the associated Action
Plans (APs).
Focus
Every Child Matters
Community Cohesion
The Primary Curriculum
The use of ICT in the Primary School
Classroom Frameworks and Behaviour Management
Individual Needs Diversity and Inclusion
The Secondary Curriculum
The use of ICT in your specialist subject
Classroom Frameworks and Behaviour Management
Individual Needs Diversity and Inclusion
Conclusion and Target Setting
500 1000 words drawing together your experiences in each
of the schools you visited with targets for further
investigation and development.
Focus
Reflecting on your personal
starting point
Matching expectation and
experience
Initial needs analysis and
beginning the process of
science subject knowledge
4
5
Pre-course reading
Beginning a Learning Journal
Compiling an up to date CV
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Products
Notes for your eyes only.
Notes to be handed in.
Completed self-audits, record of how you have
begun to develop your understanding of selfselected topics, record of your previous
experience.
Some ideas to inform discussions!
The start of your reflective record of learning
about science teaching.
Electronic and hard copy of your CV.
Arrangements for meetings with your Personal Tutor during the Autumn Term
Week
Focus
1-3
4-6
8 - 10
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During the visit the UVT will gain an impression of your overall professional development. Their
role is not to make a summative assessment, as they will at best see only a snapshot of your
classroom practice. They will offer constructive advice to you and leave you with a record of the
notes taken during your lesson, so that you may reflect on them at your leisure.
You will always have prior notice of a visit.
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learning objectives (i.e. the outcomes that you expect pupils to achieve)
background information: date; class; number of pupils; supervising teacher; length of
lesson
topic, with reference to National Curriculum/exam board specifications/school scheme of
work
previous learning and how to build on it (for both continuity and progression)
an outline of each phase of the lesson, including
o how to introduce the phase to catch attention, generate interest, clarify objectives
o teachers actions
o pupils activities
for practical activities, management of equipment and pupils; safety reminders
key points to be made, with any board notes written out in full
key questions to be asked
summary points
links to the next phase of the lesson
homework tasks, if needed
health and safety points (risk assessment for practical activities if applicable)
monitoring and assessment (how will you know what your pupils have learned ?)
as appropriate, opportunities to develop pupils skills in literacy (including new
vocabulary), numeracy and ICT
support materials for less able/special educational needs pupils and/or extension materials
for more able pupils (for differentiation)
approximate timings for different phases of the lesson (remember to allow for settling the
class at the beginning and clearing up at the end of the lesson)
resources list (e.g. worksheets, books, video, OHTs, apparatus, ICT.) with equipment list
for technician (order early!)
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In planning for an episode or full lesson, you will also need to consider:
your own subject knowledge and understanding (write any subject knowledge notes you
need on a separate sheet. If included in the lesson plan, they make it too long and too
difficult to use. If you need to, take your subject knowledge notes with you into the lesson
you can then refer to them if you get stuck.)
childrens learning, including any scientific misconceptions that they may bring to the
lesson
relevant research and theory
teachers craft knowledge (the traditional lore of teaching)
the context in which you are working (constraints or opportunities)
Agendas
A lesson or episode plan provides the framework for pupils learning. Your own learning about the
skills of teaching is formalised in an Agenda linked to an episode or lesson.
An Agenda is used to expose specific elements of your teaching to detailed, explicit analysis. The
relationship between a lesson plan and an Agenda is explained in more detail in the PGCE
programme handbook. Examples of suggested Agenda statements are also given in the programme
handbook. Please note that this is a generic list and you will certainly need to write other Agenda
statements related to your work as a science teacher. Your Principal School-based Tutor (PST) will
advise you on the choice of an appropriate statement when you write an Agenda.
You should not write an Agenda for every episode or lesson that you teach, but you should aim to
complete two annotated Agendas per week to develop your skills of critical reflection and to collect
a range of evidence for your individual development portfolio.
A form is provided for you to write down a detailed plan of your intentions for an episode of
teaching in respect of a particular teaching skill. Include estimated timings if appropriate. There is
space on the form for an observer (usually the class teacher) to record where you follow your plan
and where you deviate from it (flexibility is an important skill to develop in teaching!). We ask the
observer to annotate your Agenda as factually and non-judgementally as possible, so that you have
a record of what actually happened during that episode of teaching. The annotations may appear to
be rather sparse, but the observer may later give you a separate sheet of more detailed comments
and suggestions. The Agenda, with observers notes and your evaluation, is an annotated Agenda.
See the PGCE handbook for further guidance on the use of Agendas to help you learn about how to
teach.
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Detailed written evaluation is required for your annotated Agendas with a focus on your own
progression in teaching skills. At other times, your evaluative record of episodes or lessons should
emphasise the quality of pupils learning and may be in shorter note form.
When evaluating your teaching, have the following questions in mind:
so
and therefore
After evaluation of any of your lessons, you should always think about the implications for your
teaching in terms of things you want to find out, or practice, or avoid. We recognise that this
reflective practice is a complex process, not least in that it requires you to try to make detailed links
between the university-based part of your course and your work in school. The regular annotated
Agendas, and the six formal supervisory conferences outlined below, will help you to develop
skills to work as a reflective practitioner throughout your teaching career.
We recognise that this process is time-consuming and that you cannot document all your thinking
and associated follow up action for all the teaching that you do in the same explicit fashion. The
annotated Agendas linked with the supervisory conferences are therefore the tip of the iceberg of
your personal approach to reflective professional practice, an approach which will enable you both
to learn to teach during your PGCE year and then to continue to develop as a teacher once you are
in a teaching post.
Supervisory Conferences
Annotated Agendas form an important part of the evidence that you present during meetings (called
supervisory conferences) with your Mentor in school. These meetings are arranged three times per
term in each of your placement schools. The supervisory conference gives you the opportunity to
discuss with an experienced teacher how you can progress in particular aspects of your classroom
practice. You choose the focus of the conference to give the best match with your developmental
needs at that time. Before the conference, you should send to your Mentor the paperwork needed to
support the discussion:
This paperwork should be submitted to your Mentor at least 24 hours before the supervisory
conference.
At the conference, you discuss your chosen issue and agree on an action plan with specific targets
for the next stage of your professional development. Subsequent discussion of the action plans and
the steps you take to address them forms part of the evidence that the Mentor will use to assess
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your work in school. You can find further information about supervisory conferences in the PGCE
programme handbook.
Reflective Practice
The complex skills of reflective practice are a lynchpin of the Exeter approach to Initial Teacher
Education (ITE). Please take some time to familiarise yourself with the Exeter Model of ITE which
is described in the PGCE programme handbook. This includes a Framework for Dialogue about
Teaching which is designed to help structure conversations about teaching that you will have with
teachers, university tutors, pupils and fellow students and your reflections on these. The things that
will influence your reflections can be conceptualised as a framework of theory, context and values
that feed into every stage of your training and can be summed up by the following diagram:
Theory, Context, Values
PLAN
Theory
Reconsider Theory
Determination to change context
RECONCEPTUALISE
ACT
Context
Values
Reconsider Values
EVALUATE
Theory, Context, Values
This Model of Reflective Practice draws on the work of several theorists and researchers in the
field of teacher education.
By theory, we mean:
By context, we mean characteristics of the school and the class that will affect the way you teach
and the impact of your teaching. Elements include:
By values we mean:
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broadly-accepted, national values related to education and the conduct of teachers and
learners.
your personal values related to teaching.
Your university course supports you in learning about theory and encourages you to make your
values explicit to yourself; it also helps you to understand and apply the model of reflective
practice. Your school-based work enables you to explore the context of each of your schools; it
also helps you to put the model into practice. It gives you opportunities to find out about
experienced teachers thoughts on and models of science teaching. As well as providing a powerful
framework for your thinking and your actions in school, the reflective practice model can help you
to tie your university-based work and your school-based work together.
So, in planning a lesson you will draw on theory, context and values. Your plan will be influenced
by your understanding of the science and by what you have heard and read about, for example, the
purpose of practical work or the characteristics of pupils learning. It will be influenced by your
personal theories say, that copying notes from the board is boring. It may be influenced by the
fact that the school has a limited photocopying budget or that the lesson will be in a lab with the
support of an imaginative and helpful technician. It will be influenced by your values: for
example, that children should have a say in their own education.
When you act in the lesson, you will put your plan into practice. As unexpected things happen, you
will respond. Although, as a beginning teacher, it is extremely difficult for you to base your
response on explicit consideration of theory, context or values, an experienced teacher may take
(some of) these factors into account.
As you evaluate your lesson afterwards, and even more as you think back in detail over several
days teaching, you will match up what has happened to theory, context and values. Perhaps the
lesson failed to interest the pupils because you did not know the science adequately; perhaps they
learned a lot because you were careful to base the lesson on explicit theories of learning. Perhaps
the lesson was problematic because you spent too much time on the theoretical background to the
work, or used too much of a particular chemical, or had the chairs arranged in such a way that
many pupils could not see the board. Perhaps you were really happy with the lesson because the
way in which you gave pupils a say in their learning really engaged them in their work.
As you consider whether you need to think differently about teaching, you may wish to revise your
personal theories, or your values. Of course, as a PGCE student, you are unlikely to assemble
evidence that enables you to change the formal theories in the literature, but as an experienced
teacher you might aspire to this, perhaps by writing for the School Science Review, or by
undertaking a Masters degree or PhD. Again, as a PGCE student, you cannot expect to do anything
about the context of your placement school, but your work may help you to be clear that a given
resource constraint is so significant in hampering pupils learning that you become determined to
change that constraint if you should meet it again in a situation in which you do have the power to
change it.
Reflective practice is therefore a powerful tool for initial teacher learning, and an approach which
can serve you well throughout your career. As you will see, it relates closely to the reflective
elements in annotated Agendas and supervisory conferences that are described elsewhere. To
support your development as reflective teachers and learners and to assist you in the assessment of
the PGCE Course, we ask you to keep a Learning Journal throughout the course. Your Learning
Journal will help you write and provide evidence for the critical reflections you will write at each
formative reporting stage and for all three Secondary Science Assignments.
See the titles on Reflective Practice in the Useful References section towards the end of this
handbook for some references that will help you become a reflective practitioner. The website
http://www.rtweb.info/ provides access to many very helpful resources about reflective teaching.
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descriptive essentially non-reflective writing e.g. giving an account which relies mainly on
a description of events and actions e.g. recounting the content of a workshop by giving
details of the activities without reflecting on their significance.
descriptive reflection seeking what is seen as best possible practice e.g. by analysing your
own performance in the professional role (probably alone) and justifying any actions taken.
dialogic reflection which involves examining competing claims and viewpoints and
exploring alternative solutions e.g. exploring alternative ways to solve problems in a
professional situation.
critical reflection which involves problematising the goals and practice of teaching and
education e.g. thinking about the effects upon others of your actions, taking account of
social, political and/or cultural forces.
The varied nature of reflection should be recognised and addressed in your writing and very helpful
guidance on reflective writing is available at:
http://www.services.ex.ac.uk/cas/employability/students/reflective.htm
Your journal will reflect the range of influences on your thinking that will doubtless include formal
aspects of university and school-based work, but also conversations with colleagues, friends or
family or stories you have heard in the media. You may wish to record some ideas in your journal in
diagrammatic form as well as in writing.
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Then discuss issues with your Principle School-based Tutor and other involved parties.
(c)
Contact your university visiting tutor, outlining in as much detail as possible the difficulties
you have experienced or are encountering. UVTs can normally be telephoned at home in the
evening, but please do this only if the matter is very urgent.
Stage 2 Formal Conference
If the situation continues to give you cause for concern then you should immediately contact your
university visiting tutor again. At this stage it would be helpful if you would send in a letter which
details the situation and circumstances.
The university visiting tutor will contact your Mentor, to arrange a formal conference involving
your university visiting tutor, Mentor, Principle School-based Tutor and any other involved parties.
The conference will review the situation, carefully evaluating the evidence. It is therefore in your
own interests to ensure that your Individual Development Portfolio is complete and up to date.
The conference will result in an action plan for you to implement to resolve the situation.
Stage 3 Action Plan - implementation, monitoring and review
Implementation of the action plan, monitoring of the situation and review of its relative success
will involve you and all the school and university staff who are working with you.
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talk to science teachers or LSAs who work with pupils with EAL in other classes
and/or talk to teachers or LSAs who have worked with pupils with EAL in other schools,
or in other subjects
and/or talk to the special needs staff about the overlaps and differences between support for
pupils with special needs and support for those with EAL
and/or, after teaching a topic, plan some additional resources that you think would be
helpful for pupils with EAL
and/or, after teaching a topic, plan some assessment materials that would help you to map
pupils' scientific understanding without extensive use of written English
As with all school-based work you should ensure that you keep records of your work. You might,
for example, write a brief note about how your resources relate to the ideas from the autumn term
sessions, or to the KS3 National Strategy materials.
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Handing in assignments
Submission Dates
Assignments must be submitted to the Student Information Office (NC18-20) by 4.45pm on the
following dates:
Assignment 1: 11th December 2009 (end of term)
Assignment 2: 1st April 2010 (Seminar Day 3)
Assignment 3: 4th June 2010 (Seminar Day 4)
Handing in assignments
All assignments must be handed in to the Student Information Office (SC01), however before you
submit your assignment there are important processes for you to follow. Failure to do this will
result in the office being unable to accept your submission and could lead to your work being
recorded as a late submission. For information on what you have to do to successfully submit
your coursework please go to the following webpage: www.education.exeter.ac.uk/SIO
Any assignment handed in after the submission date is recorded as a LATE assignment and must be
accompanied by a letter of explanation to the Programme Director with a medical certificate where
relevant. Late assignments will be considered before the final examination board, and will be
restricted to a pass grade.
Presentation requirements
Please do not present your assignment in a binder in which individual pages are in plastic pockets.
Preferably use an arrangement in which the pages are easily turned, and can be annotated with
comments. Margins should be generous; font size should be no less than 12 and line spacing should
be 1.5. Layout should be clear, with use of sections and subheadings to organise your text.
Remember that each tutor will have to mark 20 or more assignments in a short time scale, so clear
presentation is very important!
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Part 3: Some discussion of the anticipated consequences of the change in your knowledge and
understanding linked to the preceding description and explanation.
All the above supported by appropriate reading, with reference made to both science education
literature and wider theoretical approaches to teaching and learning. Adequate standard of literacy
with generally competent writing. Satisfactory presentation of work with few assignment
requirements missing.
49% and below: Fail
Part 1: Discussion of a very limited range of current issues in science education with little reference
to the way is which these are shaped by the socio-political context in the UK. Little analysis of
theoretical arguments relating to the nature of science and the purposes of science education. Little
reflection relating your own beliefs, values and experience to these issues.
Part 2: Limited description of your thinking with respect to your chosen focus at the start of the
course. Little analysis of how and why your personal thinking about this focus has changed with
limited reference to experiences and contexts.
Part 3: Limited discussion of the anticipated consequences of the change in your knowledge and
understanding linked to the preceding description and explanation.
Limited reference to either the science education literature or to wider theoretical approaches to
teaching and learning. Poor standard of literacy and presentation with many assignment
requirements missing.
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Action Research
Action research is a way to answer questions such as How can I do X better? or How can I
continue to do X in spite of Y? It is research with a focus on your own practice. A useful model
for action research is as follows:
Action Research Stage
1. Choose an initial focus based on your own
classroom practice
2. Supported by reading and discussion, reconsider
the ways that you have been thinking about this
problem and formulate a precise question that you
will try to answer.
3. On the basis of your reading, your understanding
of the school context, and your own values, design
a possible solution to your problem which it is
within your power to implement.
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This approach has a lot in common with reflective practice. For example theory, context and
values come in when you are clarifying the problem, defining proposed actions, choosing how to
evaluate those actions, and interpreting the results. However, it goes beyond reflective practice in
the following ways:
there is a more explicit concern about evidence (e.g. how can you show that you did what
you planned to do?)
the effects of your actions are assessed through appropriate research instruments
(questionnaires, interviews, test results etc.)
there is an appropriate research design (e.g. using a control group if appropriate and
possible).
Action Research is about particular practice in a particular classroom (hence the term Action). It
is also about a theoretical basis for the action (Stages 2 &3) and appropriate design for the data
collection and analysis (Stage 5) (hence the term Research). It is this concern with theory and
quality in data collection which gives a basis for some cautious generalisation from the single case.
If your work is based on a theory and it works, that gives weight to the theory. If your actions are
clearly documented in terms of how they were influenced not only by the theory but also by your
context and values, that enables others to re-interpret the theory to generate actions suitable for
their context and sensitive to their values.
An action research assignment for your PGCE science course might, for example, be based on one
of your earlier sequences of detailed planning, evaluation and discussion. It should certainly be
quite limited in its focus. A suitable problem might be, How can I help a small group of pupils
cope with their numeracy problems in my physics lessons? or How can I teach photosynthesis
effectively in Year 9? It would be too ambitious and too unfocussed to tackle something like, How
can I help Yr11 do better in their GCSE Double Award Science exam?
Some examples of titles of action research-based assignments from previous years are:
Can the boys in my year 10 biology class do better?
How can I teach reactions and equations effectively to a top set year 9 group?
Case Study Research
While action research is focussed on a problem in your own practice with the intention of testing
proposed actions designed to address that problem, case study research is focussed on some aspect
of the school with the intention of understanding that aspect in detail. Case study research can be
focussed on something about the schools practice that is very successful; it doesnt have to be
concerned with problem areas. It can be about any aspect of the school and does not have to be
(indeed, is unlikely to be) focussed on your own practice. Case study research can deal with quite
broad issues such as pastoral care, or special needs provision.
For the purposes of your PGCE spring term assignment, if you choose to do a case study, make
sure that you consider how the issue you have chosen relates to, and is influenced by, the science
subject context in which you are working e.g. How does my school develop literacy through
science teaching? What provisions and monitoring systems are used in the science department for
pupils with special educational needs?
Since the main aim of case study research is to understand the chosen aspect of the schools
practice in depth, it involves providing rich contextual information within which the particular
aspect of practice can be understood. It involves collecting data in a range of ways (e.g.
questionnaires, interview, observation), partly so that you can be sure of the validity of your
evidence by checking that different ways of gathering evidence agree, and partly to show up
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disagreements as stimulus for further investigation. It involves collecting information from a range
of people so that you can understand different perspectives on the same issue. It usually involves
offering your description and interpretation to participants so that they can validate or challenge
what you have said. It does not involve comparison with a control group, though in some
instances, case studies may be concerned with contrasting the ways in which different schools
tackle a single issue.
While research designs like experimental methodology are good at testing theory, case study is
often used as a means of generating possible theory.
Some examples of titles of case study assignments from previous years are:
School Astronomy: teaching approaches; pupils learning; challenging misconceptions
Pupil misconceptions of the particle theory of matter and particle motion
Exploring pupil misconceptions of matter and forces
Ethics Policy for Research-based Studies
It has been said (CARE, 1994, Coming to Terms with Research, Norwich: University of East
Anglia) that case study does violence to peoples privacy and complexity, to their meanings and
to their jobs. It has to be tackled sensitively. If you choose to undertake a case study for the
assignment in the Spring Term, it must be negotiated carefully with your Principle School-based
Tutor and/or Mentor.
Information about the ethics policy in the Graduate School of Education is given in the PGCE
programme handbook. You will be required to complete an ethical approval form if any part of
your main subject assignment is not part of or closely related to normal classroom teaching. Copies
of ethical approval forms and further advice about this will be given out before you start your
research-based assignment.
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Further Information
Applying for a Teaching Post
Please refer to the PGCE programme handbook for further information about applying for a
teaching job.
Normally an application will ask for two references. During school-based work, you should give
the name of the head teacher in your placement school, checking first that this is the expectation of
the school. In practice, it is your Mentor/Principle School-based Tutor who will write the reference
that will go out in the name of the head teacher. The second referee should be your university
personal tutor at the address below.
Your university personal tutor will take responsibility for writing your reference. As soon as you
start applying for jobs, please make sure that your personal tutor has up-to-date information to help
us to write a reference for you. This is especially important if your personal tutor is not also your
UVT. We are often asked to respond to reference requests on a very short time-scale (sometimes as
short as one day!) so there is little chance to contact you to find out if things have moved on. It is
your responsibility to keep your personal tutor up to date with your progress and achievements.
If you need a teaching reference after you have left Exeter, please provide information about your
progress since finishing your science PGCE. It is particularly difficult to write references out of
the blue for Headships of Department for people who left Exeter some years ago!
Please note that the correct address for correspondence is:
Graduate School of Education,
University of Exeter,
St Lukes Campus,
Heavitree Road,
Exeter,
EX1 2LU.
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Useful References
This is not a reading list! Titles are given under a range of headings to provide you with an entry
into the literature for topics that you may want to follow up. In many of the sessions you will also
be provided with references to appropriate journal articles. These provide access to the large
amount of education research and specifically science education research that is available. Whne
you are writing assignments it is important to read these journals because they provide details of
recent ideas and developments which will not yet be found in books. Some of the journals contain
mainly research based reports (e.g. International Journal of Science Education, Research in Science
Education) whereas others are more professionally orientated with ideas for use in classroom
settings (e.g. School Science Review). One particular journal article will be identified each week
for everybody to read and discuss.
Two recent titles that are aimed specifically at beginning science teachers that you may find helpful
are:
Kind V and Taber K (2005) Science: Teaching School Subjects 11-19. (London: Routledge)
Bishop, K. & Denley, P. (2007) Learning Science Teaching: Developing a professional knowledge
base (Maidenhead, Open University Press).
A title that you will find very useful when writing assignments (especially assignment 2) is:
Wilson, E. (2009) School-based Research: A Guide for Education Students. London, Sage
Finding relevant websites
A very useful search engine is provided by http://scholar.google.co.uk/ use this to search for
academic references.
A useful website linked to the Andrew Pollard references about Reflective Teaching (listed below)
is http://www.rtweb.info/
This site links to the Teaching and Learning Research Programme (TLRP) site. The TLRP is the
UK's largest ever programme of educational research and is directed by Andrew Pollard. Part of the
TLRP which is specifically concerned with science education is the Evidence-based practice in
Science Education project (EPSE). See http://www.tlrp.org/proj/phase1/phase1bsept.html for
details of their findings.
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Action Research
Carr W & Kemmis S (1986) Becoming Critical (London: Falmer Press)
Cohen L & Manion L (1994) Research methods in education 4th Edition (London: Cassell)
Hopkins D (1985) A teacher's guide to classroom research (Buckingham: Open University Press).
Assessment
Black P et al (2003) Assessment for Learning: Putting it into practice. (Buckingham: Open
University Press)
Broadfoot P (1996) Educational assessment: the myth of measurement in Woods P (Ed)
Contemporary issues in teaching and learning (London: Routledge)
Gipps C & Stobart G (1993) Assessment - a teachers guide to the issues (2nd Edition) (London:
Hodder & Stoughton)
Goldsworthy A, Watson R and Wood-Robinson V (2001) AKSIS Investigations Targeted
Learning. (Hatfield: ASE)
Gunstone R & White, R (1992) Probing understanding (London: Falmer Press)
Naylor S, Keogh B and Goldsworthy A (2004) Active Assessment. (London: David Fulton
Publishing / Millgate House Publishing)
SEAC (1989) Assessment matters - No 1 Graph work in school science (London: HMSO)
SEAC (1989) Assessment matters - No 2 Measurement in school science (London: HMSO)
Woolnough B (1991) Practical science (Buckingham: Open University Press) (Chapters 14 & 15)
Class management
Kounin J (1970) Discipline and group management in classrooms (New York: Holt Rinehart &
Winston)
Neill S & Caswell C (1993) Body language for competent teachers (London: Routledge)
Measor L & Woods P (1988) Initial Fronts in Dale R et al (Eds) Frameworks for Teaching
(London: Hodder & Stoughton)
Tattum D & Herbert G (1997) Bullying: Home, school and community (London: Fulton Press)
Differentiation
Bloom B (1976) Human characteristics and school learning (New York: McGraw Hill)
Cronbach L & Snow R (1977) Aptitudes and instructional methods - a handbook of interactions
(New York: Irvington)
Entwistle N (1981) Styles of learning and teaching: an integrated outline of educational psychology
for students, teachers and lecturers (Chichester: Wiley)
Fontana D (1977) Personality and education (London: Open Books)
Postlethwaite K (1993) Differentiated science teaching (Buckingham: Open University Press)
Postlethwaite K (1996) Current Thinking on Gifted Children, Oxford Review of Education, 22, 1,
pp 97-111
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Equal opportunities
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Berliner D (1994) Teacher Expertise in Moon B & Mayes A (Eds) Teaching and learning in the
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Learning
ASE (1993) Models and modelling in science education (Hatfield: Association for Science
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Lesson planning
Capel S et al (1995) Learning to teach in the secondary school (London: Routledge)
Heywood J (1982) Pitfalls and planning in student teaching (London: Kogan Page)
John P (1993) Effective planning for teachers (London: Cassell)
Literacy, language and readability
Bulman L (1985) Teaching language and study skills in secondary science (London: Heinemann)
Carr C (1981) Language, teaching and learning No4 - Science
Davies F & Greene T (1984) Reading for learning in the sciences (London: Oliver & Boyd)
Gillham B (Ed) (1986) The language of school subjects (London: Heinemann)
Harrison C (1980) Readability in the classroom (Cambridge: Cambridge University Press)
Lunzer E & Gardner K (1984) Learning from the written word (London: Schools Council,
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National Curriculum
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DfEE (1999) Science in the National Curriculum (London: DfEE/QCA)
NCC (1989) Science, Non-statutory guidelines (London: National Curriculum Council)
Woolnough B (1994) Effective science teaching (Buckingham: Open University Press)
Nature of Science
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Chalmers A (1976) What is this thing called science? (Buckingham: Open University Press)
Driver, R. (1983) The Pupil as Scientist? (Buckingham: Open University Press)
Fensham P, Gunstone R & White R (1994) The content of science (London: Falmer Press)
Hirst P & Peters R (1970) The logic of education (London: Routledge & Kegan Paul)
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NCC (1989) Science: non-statutory guidance (London: National Curriculum Council)
Numeracy
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Practical science
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School based work
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Sotto E (1994) When teaching becomes learning (London: Cassell Education)
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