PGCE Secondary Science (QTS)

Course length: 1 year full-time

Overview

The PGCE Secondary Science course with an enhancement in Biology, Chemistry or Physics leads to a professional qualification to enable you to enter the teaching profession in a secondary school as a Science teacher with a subject specialism. During the course you will develop subject knowledge across all three science areas, along with practical skills and an understanding of pedagogical issues related to teaching Science in the 11-16 with post 16 enhancement range. In addition you will follow a pathway based on your degree qualification and experience that will enhance your understanding of the teaching of Biology, Chemistry or Physics at Key Stage 4

At interview you will need to indicate your interest in one or more of three pathways for this PGCE in secondary science. Your suitability for a particular pathway will be explored at interview and you bursary eligibility will depend on the subject specialism of your offer of a place from either:

Science with Biology

You will need to have a good honours degree and a substantial component of biology in your study. You may also consider applying for this pathway in combination with a Biology Subject Knowledge Enhancement Course. You need to demonstrate a commitment to the teaching of Biology.

Science with Chemistry

You will need to have a good honours degree and a substantial component of chemistry in your study. You may also consider applying for this pathway in combination with a Chemistry Subject Knowledge Enhancement Course. You need to demonstrate a commitment to the teaching of Chemistry.

Science with Physics

You will need to have a good honours degree with a substantial component of physics in your study. You may also consider applying for this pathway in combination with a Physics Subject Knowledge Enhancement Course. You need to demonstrate a commitment to the teaching of Physics.

If you are unsure of the suitability of your degree subject for a particular pathway please do contact us for further information.

 

Learning and Teaching in Science

You will explore the science curriculum at Key Stage 3 and 4 through practical work in chemistry, physics and biology that leads to the development of subject knowledge and pedagogical skills. These sessions will take place in newly built laboratories equipped to model modern school science facilities. Several learning and teaching themes are developed throughout the year including safe management of laboratory practical work, teaching outside the classroom, how science works, contemporary issues in science teaching, using models and analogies, literacy, differentiation, use of games, pupil misconceptions, using ICT, inclusion, questioning techniques and citizenship. At all times you are supported by well qualified and experienced tutors.

Specialist subject development

In addition to elements of taught sessions at Newman, directed activities and independent laboratory study time will provide you with the opportunity to deepen your subject knowledge and pedagogy in your specialist subject and prepare you to begin to take on a leadership role in your specialism within a science department.  These activities will be linked to your audit of subject knowledge and enable you to meet your individual training needs.

School Experience

You will spend the majority of your time on the course in schools, developing your teaching skills. You will complete two main teaching placements at different secondary schools; one of 8 weeks and a second longer placement of 12 weeks. During both placements you are likely to have the opportunity teach science across Key Stages 3 and 4 and teach your specialism (biology, physics or chemistry) at Key Stage 4. During your placements your professional development will be supported by both the school and Newman tutors. Newman has an excellent reputation with local schools for providing a strong partnership with schools that support students during their placements. You will also work in a primary school for a short placement, looking at science teaching methods across earlier key stages. The course offers further flexible opportunities for individual 'focus' weeks towards the end of training, where specialised areas can be further developed, including AS/A2 examinations and Education and Professional Studies links with science and your specialism.

Teaching Methods and Assessment

You will be taught through Newman-based lectures, seminars, tutorials, laboratory work, and collaborative group work. Assessment is through coursework, and the evaluation and monitoring of professional classroom competencies in school. Assessment and target setting of your classroom practice is led by school based staff and closely supported by regular visits from your specialist tutor. 

 "The quality of lesson planning is high and systematically covered at a number of levels."
External Examiner

 

Entry requirements

A good Honours degree (2:2 or above) of which science forms a part, or a recognised equivalent qualification. For full entry requirements please see our admission requirements page.

Skills Tests Further Information - Click Here

Interview Information - Click Here

Fees

2017/18: £9,250*

* Please note for 2018/19 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Bursaries Information

PGCE Secondary Biology


SUBJECT KNOWLEDGE AND PROFESSIONAL PRACTICE FOR TEACHING


MODULE TITLE : SUBJECT KNOWLEDGE AND PROFESSIONAL PRACTICE FOR TEACHING

MODULE CODE : SGP600


MODULE SUMMARY :

This module enables students to develop their knowledge and skills in order to demonstrate that they meet the teachers’ standards for the award of QTS. Delivery of this non-credit bearing module is designed to support teaching placements where the skills and knowledge are both developed and demonstrated. The intended outcomes of this module are successful in demonstrating that they meet the teachers’ standards. Evidence of meeting the outcomes of this module will be demonstrated through an e-portfolio that contains a professional journal and professional development record and evidence of how the teachers’ standards have been met. 

 

CONTACT HOURS :

Scheduled : 80.00
Independent :
Placement :
Total :  80.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

Develop students’ understanding and knowledge of effective professional practice in the following teachers’ standards:

 

  1. Set high expectations which inspire, motivate and challenge pupils
  • establish a safe and stimulating environment for pupils, rooted in mutual respect

  • set goals that stretch and challenge pupils of all backgrounds, abilities and   dispositions

  • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

     

  1.  Promote good progress and outcomes by pupils
  • be accountable for pupils’ attainment, progress and outcomes

  • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

  • guide pupils to reflect on the progress they have made and their emerging needs

  • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

  • encourage pupils to take a responsible and conscientious attitude to their own work and study.

     

  1. Demonstrate good subject and curriculum knowledge
  • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

  • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

  • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

     

  1.  Plan and teach well-structured lessons
  • impart knowledge and develop understanding through effective use of lesson time

  • promote a love of learning and children’s intellectual curiosity

  • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

  • reflect systematically on the effectiveness of lessons and approaches to teaching

  • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

  1.  Adapt teaching to respond to the strengths and needs of all pupils
  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

  • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

  • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

  • have a clear understanding

  • of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

     

  1.  Make accurate and productive use of assessment
  • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

  • make use of formative and summative assessment to secure pupils’ progress

  • use relevant data to monitor progress, set targets, and plan subsequent lessons

  • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

     

  1.  Manage behaviour effectively to ensure a good and safe learning environment
  • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

  • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

  • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

  • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

     

  1.  Fulfil wider professional responsibilities
  • make a positive contribution to the wider life and ethos of the school

  • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

  • deploy support staff effectively

  • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

  • communicate effectively with parents with regard to pupils’ achievements and well-being.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

Demonstrate a critical understanding of subject pedagogy and professional practice in all the teachers’ standards. This will be achieved through the following learning opportunities:

 

  • Professional practice seminar group study examining aspects of professional practice that are common to all secondary subject teachers, focussing in particular on current school improvement priorities including: Safeguarding pupils, child protection, tackling extremism and e-safety, teaching literacy and numeracy in subjects, supporting underperforming pupils and stretching the most able, teaching SEND and EAL pupils;

     

  • Subject specialism practical sessions that explore subject knowledge for teaching and subject specific pedagogies. Problematic areas of subject knowledge, planning well-structured lessons, assessing progress in subject learning and differentiating progress in the subject are all examined through practical engagement with developing both subject knowledge and teaching strategies.

     

  • A group tutorial that supports engagement with the professional expectations of the course. Students will develop professionalism and working in communities of practice and independent learning and reflection skills.

     

  • An e-portfolio will enable students to develop self-reflection skills and to track their progress and set meaningful and achievable learning goals toward evidencing the teachers’ standards.

     

METHOD OF ASSESSMENT :

No information available.

EVIDENCE INFORMED LEARNING, TEACHING AND ASSESSMENT IN BIOLOGY


MODULE TITLE : EVIDENCE INFORMED LEARNING, TEACHING AND ASSESSMENT IN BIOLOGY

MODULE CODE : SGP731


MODULE SUMMARY :

This module enables students to develop their understanding of how to manage the learning and teaching environment in school. Three strands of teacher practice are explored: How children and adolescents learn; effective approaches to behaviour management for learning in school and assessment of learning in school.

 

This learning will be facilitated through taught sessions that introduce theoretical perspectives and research evidence on these three aspects of practice and develop reflection on the implications of evidence for developing practice. School placement will provide opportunities to develop personal practice that implements the implications of an evidence base and reflect on the relationship between theory and practice.

CONTACT HOURS :

Scheduled : 78.00
Independent : 122.00
Placement : 100.00
Total :  300.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Develop a systematic understanding of professional knowledge, and a critical awareness of current problems informed by current research and advanced scholarship;

     

  • Prepare students to deal with complex issues both systematically and creatively, make sound judgements on the implications of an evidence base, and communicate their conclusions clearly to a specialist audience;

     

  • Develop and understanding of the informing principles and the key characteristics of evidence-informed arguments for effective school-based practice in understanding learning, behaviour management and assessment;

     

  • Enable students to reflect upon a range of evidence drawn from first-hand observations, contemporary educational research and inspection findings to support an informed perspective of learning, behaviour management and assessment practice in school, classroom settings and related learning environments;

     

  • Enable students’ to demonstrate critical-reflection on observed practice that examines the limitations and constraints on practice in a school setting the makes reference to relevant reading, research and inspection findings.

     

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Demonstrate a critical understanding of three key components in effective evidence informed teaching;

     

  • Child and adolescent learning and development – understand theoretical perspectives on child and adolescent development and learning, including emotional and social development, and learning theories. Apply these perspectives to support pupil wellbeing and effective learning of science;

     

  • Behaviour Management – Understand how to apply practical strategies and knowledge to deal with pupil behaviour effectively and create a positive climate for learning in school science laboratories;

     

  • Assessment – understand the assessment of pupil progress, using summative as well as formative approaches. Understand concepts in summative assessment (such as validity, reliability, norm referencing and criterion referencing). Be able to work with pupil data to plan intended science learning outcomes for pupils and describe expected progression in secondary science.

METHOD OF ASSESSMENT :

Component 1 - 100% Critical Incident Study (4000 Words)

PROFESSIONAL ENQUIRY AND SUBJECT LEADERSHIP IN BIOLOGY


MODULE TITLE : PROFESSIONAL ENQUIRY AND SUBJECT LEADERSHIP IN BIOLOGY

MODULE CODE : SGP732


MODULE SUMMARY :

This module engages students with problematic areas of teaching and learning in science in secondary school. Pedagogic approaches that facilitate learning in school of these problematic areas of the subject curriculum are explored through practical engagement with subject specific pedagogic knowledge in seminar sessions. Students develop an area of expertise in their subject pedagogy that encourages future leadership, initially leadership of classroom learning in their subject and then potential subject leadership within school. The development of this expert knowledge provides opportunity to show creative problem solving informed by research evidence in an area of practice.

CONTACT HOURS :

Scheduled : 86.00
Independent : 114.00
Placement : 100.00
Total :  300.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Develop a systematic understanding of subject pedagogy, and a critical awareness of current problems informed by current research and advanced scholarship;

 

  • Evaluate critically, current research and advanced scholarship in specialist subject pedagogy and children’s learning in Science;
  • Develop Students’ originality in the application of knowledge to evaluate teaching strategies and develop critiques of them and, where appropriate, to propose new strategies to develop classroom leadership of learning;
  • Develop Students’ understanding of how established techniques of research and enquiry are used to create and interpret knowledge of the effective teaching of Science;
  • Encourage creative teaching of Science;
  • Develop the professional knowledge of issues in the teaching of Science that will support future subject leadership in school.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Explore challenging aspects of subject knowledge that present particularly problematic barriers to learning in Science including pupil misconceptions in the subject, challenging models and concepts in science, and the epistemology of school science;

 

  • Examine subject specific pedagogies in Science teaching that evidence supports as potentially effective strategies to help pupils overcome barriers to subject learning;

 

  • Demonstrate awareness of how pedagogic developments that stem from research evidence and the development of professional practice can enhance science learning;

 

  • Develop a detailed knowledge of current research that relates to the teaching of an aspect of a problematic area of the science curriculum;

 

  • Demonstrate how they can critically reflect on evidence from research and practice to develop creative strategies to address specific barriers to learning in science and explain how these might be implemented in the teaching of a problematic area of the science curriculum;

METHOD OF ASSESSMENT :

Component 1 - 100% 4000 word critical analysis of an evidence based approach to teaching in Biology

SCHOOL EXPERIENCE 1


MODULE TITLE : SCHOOL EXPERIENCE 1

MODULE CODE : SXP601


MODULE SUMMARY :

This module allows trainee teachers to develop, practice and begin their professional competences as a secondary school teacher, through work in schools/ classrooms/ settings over a nine week placement. It is organised so that in successive modules the trainees will take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the placement they will have the opportunity, supported by School based mentors, Class teachers and subject leaders to develop the qualities and skills necessary to manage pupils, monitor their learning and reflect upon and evaluate their knowledge of the National Curriculum requirements. They will demonstrate expertise in the pastoral and professional duties of a teacher and begin to acquire and develop skills in monitoring pupil’s progress.

CONTACT HOURS :

Scheduled :
Independent :
Placement : 315.00
Total :  315.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Enable Trainee Teachers to observe and practise the procedures which support effective preparation for teaching and learning as set out in the Teachers’ Standards (DfE, 2012)

  • Enable the trainees to make the transition from observing and supporting lessons to independently planning and delivering lessons

  • Enable trainees to develop a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately

  • Acquire professional competencies necessary to deliver their specialist subject as laid out in the National Curriculum and national qualification examination board syllabi, for Key Stage 3, 4 and 5 (as appropriate) so as to merit Qualified Teacher Status

  • Provide trainees with a structured programme and a supportive environment which will enable them to observe, develop and practise a range of professional skills and competences, which will develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities.

  • Provide opportunities to contribute to the teacher’s wider role of pastoral care, including experience of form tutoring, PSHE and Citizenship.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Begin to demonstrate a knowledge and understanding of the National Curriculum requirements for Key Stage 3, 4 and 5 (as appropriate) in their specialism.

  • Begin to present their specialist subject knowledge clearly and relevantly to the pupils and appraise the place and contribution that their subject makes within the school curriculum.

  • Begin to demonstrate an understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, evaluation and assessment, monitoring and recording of pupils progress for the effective learning for every pupil.

  • Begin to evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.

  • Begin to critically reflect upon the quality if their teaching and its impact upon learners and use this information to inform future practice.

  • Begin to demonstrate effective differentiation of teaching to meet the needs of all learners through the use of challenging learning objectives, range of teaching strategies and effective monitoring and assessment.

  • Create and maintain a purposeful and orderly learning environment within a classroom.

  • Develop effective working relationship with pupils, adults and other professionals

 

 

METHOD OF ASSESSMENT :

No information available.

SCHOOL EXPERIENCE 2


MODULE TITLE : SCHOOL EXPERIENCE 2

MODULE CODE : SXP602


MODULE SUMMARY :

This module allows trainee teachers to develop, practice and demonstrate their professional competences as a secondary school teacher through work in schools and classrooms over an 11 week experience. This module is organised so that the trainees will be responsible for teaching pupils and fulfilling the duties expected of a teacher. During the placement they will have the opportunity, supported by School Based Mentors, Class teachers and subject leaders to demonstrate the qualities and skills necessary to manage pupils monitor their learning and reflect upon and evaluate their knowledge of the National Curriculum requirements. They will demonstrate expertise in the pastoral and professional duties of a teacher and continue to acquire and develop skills in monitoring pupil’s progress.

CONTACT HOURS :

Scheduled :
Independent :
Placement : 385.00
Total :  385.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to ensure: 

  • Trainee Teachers observe and practise teaching in order to demonstrate the competencies set out in The Teachers’ Standards (DfE, 2012) so as to merit qualified teacher status;
  • Trainees continue to apply their first school experience placement standards and expectations and develop the integrated additional elements of promoting good progress, effective use of assessment, adapting teaching to suit groups of pupils and fulfilling wider professional expectations;
  • Trainees should effectively be able to make the transition from planning and teaching with support to independently planning and delivering lessons that impact on pupil progress;
  • Trainees to demonstrate a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately;
  • Trainees develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Continue to demonstrate subject knowledge and an understanding of the National Curriculum requirements for Key Stage 3, 4 and 5 (as appropriate) in their specialism;
  • Present their specialist subject knowledge clearly and relevantly to the pupils and appraise the place and contribution that their subject makes within the school curriculum;
  • Demonstrate an understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, evaluation and assessment, monitoring and recording of pupils’ progress for the effective learning of all pupils;
  • Evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties;
  • Critically reflect upon the quality if their teaching and its impact upon learners and use this to inform future practice;
  • Demonstrate effective differentiation of teaching to meet the needs of all learners through the use of challenging learning objectives, range of teaching strategies and effective monitoring and assessment;
  • Create and maintain a purposeful and orderly learning environment within a classroom;
  • Develop and maintain effective working relationship with pupils, adults and other professionals.

 

 

 

METHOD OF ASSESSMENT :

No information available.

TRANSITION AND ENHANCEMENT PLACEMENTS


MODULE TITLE : TRANSITION AND ENHANCEMENT PLACEMENTS

MODULE CODE : SXP603


MODULE SUMMARY :

This module allows trainee teachers opportunity to develop a comprehensive understanding of progression before and after the age range for which they are training to teach. They will have the opportunity to observe practice in a primary school over a one week placement. During the primary school placement they will have the opportunity to observe and discuss teaching at key stage 2 with class teachers and subject leaders to develop their understanding of transition to key stage 3. A further two week placement will allow trainees to either develop an understanding of teaching in the 16-19 age range where previous placements have not enabled this or to develop a deeper understanding of a specific element of school provision.

CONTACT HOURS :

Scheduled :
Independent :
Placement : 175.00
Total :  175.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Enable Trainee Teachers to observe teaching at key stage 2;

  • Enable trainees to develop an understanding of transition from key stage 2 to secondary school;

  • To observe, and where possible, engage in delivery of teaching in the 16-19 age range;

  • Where students already have experience with 16-19 teaching, to further develop an aspect of their understanding of the wider practice of teaching;

  • Enable the trainees to reflect on how their own teaching could enhance the transition across age phases.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Demonstrate a knowledge and understanding of teaching and assessment approaches at key stage 2;

  • Demonstrate a knowledge and understanding of teaching and assessment approaches post 16;

  • Demonstrate a knowledge and understanding of arrangements to support transition from primary to secondary school;

  • Develop their own teaching to support effective transition of pupils from key stage 2 to key stage 3 and from key stage 4 to key stage 5.

     

METHOD OF ASSESSMENT :

No information available.

PGCE Secondary Chemistry


Year 1 modules


SUBJECT KNOWLEDGE AND PROFESSIONAL PRACTICE FOR TEACHING

MODULE TITLE : SUBJECT KNOWLEDGE AND PROFESSIONAL PRACTICE FOR TEACHING

MODULE CODE : SGP600


MODULE SUMMARY :

This module enables students to develop their knowledge and skills in order to demonstrate that they meet the teachers’ standards for the award of QTS. Delivery of this non-credit bearing module is designed to support teaching placements where the skills and knowledge are both developed and demonstrated. The intended outcomes of this module are successful in demonstrating that they meet the teachers’ standards. Evidence of meeting the outcomes of this module will be demonstrated through an e-portfolio that contains a professional journal and professional development record and evidence of how the teachers’ standards have been met. 

 

CONTACT HOURS :

Scheduled : 80.00
Independent :
Placement :
Total :  80.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

Develop students’ understanding and knowledge of effective professional practice in the following teachers’ standards:

 

  1. Set high expectations which inspire, motivate and challenge pupils
  • establish a safe and stimulating environment for pupils, rooted in mutual respect

  • set goals that stretch and challenge pupils of all backgrounds, abilities and   dispositions

  • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

     

  1.  Promote good progress and outcomes by pupils
  • be accountable for pupils’ attainment, progress and outcomes

  • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

  • guide pupils to reflect on the progress they have made and their emerging needs

  • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

  • encourage pupils to take a responsible and conscientious attitude to their own work and study.

     

  1. Demonstrate good subject and curriculum knowledge
  • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

  • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

  • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

     

  1.  Plan and teach well-structured lessons
  • impart knowledge and develop understanding through effective use of lesson time

  • promote a love of learning and children’s intellectual curiosity

  • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

  • reflect systematically on the effectiveness of lessons and approaches to teaching

  • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

  1.  Adapt teaching to respond to the strengths and needs of all pupils
  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

  • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

  • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

  • have a clear understanding

  • of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

     

  1.  Make accurate and productive use of assessment
  • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

  • make use of formative and summative assessment to secure pupils’ progress

  • use relevant data to monitor progress, set targets, and plan subsequent lessons

  • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

     

  1.  Manage behaviour effectively to ensure a good and safe learning environment
  • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

  • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

  • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

  • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

     

  1.  Fulfil wider professional responsibilities
  • make a positive contribution to the wider life and ethos of the school

  • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

  • deploy support staff effectively

  • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

  • communicate effectively with parents with regard to pupils’ achievements and well-being.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

Demonstrate a critical understanding of subject pedagogy and professional practice in all the teachers’ standards. This will be achieved through the following learning opportunities:

 

  • Professional practice seminar group study examining aspects of professional practice that are common to all secondary subject teachers, focussing in particular on current school improvement priorities including: Safeguarding pupils, child protection, tackling extremism and e-safety, teaching literacy and numeracy in subjects, supporting underperforming pupils and stretching the most able, teaching SEND and EAL pupils;

     

  • Subject specialism practical sessions that explore subject knowledge for teaching and subject specific pedagogies. Problematic areas of subject knowledge, planning well-structured lessons, assessing progress in subject learning and differentiating progress in the subject are all examined through practical engagement with developing both subject knowledge and teaching strategies.

     

  • A group tutorial that supports engagement with the professional expectations of the course. Students will develop professionalism and working in communities of practice and independent learning and reflection skills.

     

  • An e-portfolio will enable students to develop self-reflection skills and to track their progress and set meaningful and achievable learning goals toward evidencing the teachers’ standards.

     

METHOD OF ASSESSMENT :

No information available.

EVIDENCE INFORMED LEARNIN, TEACHING AND ASSESSMENT IN CHEMISTRY

MODULE TITLE : EVIDENCE INFORMED LEARNIN, TEACHING AND ASSESSMENT IN CHEMISTRY

MODULE CODE : SGP733


MODULE SUMMARY :

This module enables students to develop their understanding of how to manage the learning and teaching environment in school. Three strands of teacher practice are explored: How children and adolescents learn; effective approaches to behaviour management for learning in school and assessment of learning in school.

 

This learning will be facilitated through taught sessions that introduce theoretical perspectives and research evidence on these three aspects of practice and develop reflection on the implications of evidence for developing practice. School placement will provide opportunities to develop personal practice that implements the implications of an evidence base and reflect on the relationship between theory and practice.

CONTACT HOURS :

Scheduled : 78.00
Independent : 122.00
Placement : 100.00
Total :  300.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Develop a systematic understanding of professional knowledge, and a critical awareness of current problems informed by current research and advanced scholarship;

     

  • Prepare students to deal with complex issues both systematically and creatively, make sound judgements on the implications of an evidence base, and communicate their conclusions clearly to a specialist audience;

     

  • Develop and understanding of the informing principles and the key characteristics of evidence-informed arguments for effective school-based practice in understanding learning, behaviour management and assessment;

     

  • Enable students to reflect upon a range of evidence drawn from first-hand observations, contemporary educational research and inspection findings to support an informed perspective of learning, behaviour management and assessment practice in school, classroom settings and related learning environments;

     

  • Enable students’ to demonstrate critical-reflection on observed practice that examines the limitations and constraints on practice in a school setting the makes reference to relevant reading, research and inspection findings.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Demonstrate a critical understanding of three key components in effective evidence informed teaching;

     

  • Child and adolescent learning and development – understand theoretical perspectives on child and adolescent development and learning, including emotional and social development, and learning theories. Apply these perspectives to support pupil wellbeing and effective learning of science;

     

  • Behaviour Management – Understand how to apply practical strategies and knowledge to deal with pupil behaviour effectively and create a positive climate for learning in school science laboratories;

     

  • Assessment – understand the assessment of pupil progress, using summative as well as formative approaches. Understand concepts in summative assessment (such as validity, reliability, norm referencing and criterion referencing). Be able to work with pupil data to plan intended science learning outcomes for pupils and describe expected progression in secondary science.

     

METHOD OF ASSESSMENT :

Component 1 - 100% 4000 word critical incident study on two current issues in Chemistry education

PROFESSIONAL ENQUIRY AND SUBJECT LEADERSHIP IN CHEMISTRY

MODULE TITLE : PROFESSIONAL ENQUIRY AND SUBJECT LEADERSHIP IN CHEMISTRY

MODULE CODE : SGP734


MODULE SUMMARY :

This module engages students with problematic areas of teaching and learning in science in secondary school. Pedagogic approaches that facilitate learning in school of these problematic areas of the subject curriculum are explored through practical engagement with subject specific pedagogic knowledge in seminar sessions. Students develop an area of expertise in their subject pedagogy that encourages future leadership, initially leadership of classroom learning in their subject and then potential subject leadership within school. The development of this expert knowledge provides opportunity to show creative problem solving informed by research evidence in an area of practice.

 

CONTACT HOURS :

Scheduled : 86.00
Independent : 114.00
Placement : 100.00
Total :  300.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Develop a systematic understanding of subject pedagogy, and a critical awareness of current problems informed by current research and advanced scholarship;

 

  • Evaluate critically, current research and advanced scholarship in specialist subject pedagogy and children’s learning in Science;

  • Develop Students’ originality in the application of knowledge to evaluate teaching strategies and develop critiques of them and, where appropriate, to propose new strategies to develop classroom leadership of learning;
  • Develop Students’ understanding of how established techniques of research and enquiry are used to create and interpret knowledge of the effective teaching of Science;
  • Encourage creative teaching of Science;

  • Develop the professional knowledge of issues in the teaching of Science that will support future subject leadership in school.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Explore challenging aspects of subject knowledge that present particularly problematic barriers to learning in Science including pupil misconceptions in the subject, challenging models and concepts in science, and the epistemology of school science;

 

  • Examine subject specific pedagogies in Science teaching that evidence supports as potentially effective strategies to help pupils overcome barriers to subject learning;

 

  • Demonstrate awareness of how pedagogic developments that stem from research evidence and the development of professional practice can enhance science learning;

 

  • Develop a detailed knowledge of current research that relates to the teaching of an aspect of a problematic area of the science curriculum;

 

  • Demonstrate how they can critically reflect on evidence from research and practice to develop creative strategies to address specific barriers to learning in science and explain how these might be implemented in the teaching of a problematic area of the science curriculum;

METHOD OF ASSESSMENT :

Component 1 - 100% 4000 word critical analysis of an evidence based approach to teaching in Biology

SCHOOL EXPERIENCE 1

MODULE TITLE : SCHOOL EXPERIENCE 1

MODULE CODE : SXP601


MODULE SUMMARY :

This module allows trainee teachers to develop, practice and begin their professional competences as a secondary school teacher, through work in schools/ classrooms/ settings over a nine week placement. It is organised so that in successive modules the trainees will take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the placement they will have the opportunity, supported by School based mentors, Class teachers and subject leaders to develop the qualities and skills necessary to manage pupils, monitor their learning and reflect upon and evaluate their knowledge of the National Curriculum requirements. They will demonstrate expertise in the pastoral and professional duties of a teacher and begin to acquire and develop skills in monitoring pupil’s progress.

CONTACT HOURS :

Scheduled :
Independent :
Placement : 315.00
Total :  315.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Enable Trainee Teachers to observe and practise the procedures which support effective preparation for teaching and learning as set out in the Teachers’ Standards (DfE, 2012)

  • Enable the trainees to make the transition from observing and supporting lessons to independently planning and delivering lessons

  • Enable trainees to develop a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately

  • Acquire professional competencies necessary to deliver their specialist subject as laid out in the National Curriculum and national qualification examination board syllabi, for Key Stage 3, 4 and 5 (as appropriate) so as to merit Qualified Teacher Status

  • Provide trainees with a structured programme and a supportive environment which will enable them to observe, develop and practise a range of professional skills and competences, which will develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities.

  • Provide opportunities to contribute to the teacher’s wider role of pastoral care, including experience of form tutoring, PSHE and Citizenship.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Begin to demonstrate a knowledge and understanding of the National Curriculum requirements for Key Stage 3, 4 and 5 (as appropriate) in their specialism.

  • Begin to present their specialist subject knowledge clearly and relevantly to the pupils and appraise the place and contribution that their subject makes within the school curriculum.

  • Begin to demonstrate an understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, evaluation and assessment, monitoring and recording of pupils progress for the effective learning for every pupil.

  • Begin to evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.

  • Begin to critically reflect upon the quality if their teaching and its impact upon learners and use this information to inform future practice.

  • Begin to demonstrate effective differentiation of teaching to meet the needs of all learners through the use of challenging learning objectives, range of teaching strategies and effective monitoring and assessment.

  • Create and maintain a purposeful and orderly learning environment within a classroom.

  • Develop effective working relationship with pupils, adults and other professionals

 

 

METHOD OF ASSESSMENT :

No information available.

SCHOOL EXPERIENCE 2

MODULE TITLE : SCHOOL EXPERIENCE 2

MODULE CODE : SXP602


MODULE SUMMARY :

This module allows trainee teachers to develop, practice and demonstrate their professional competences as a secondary school teacher through work in schools and classrooms over an 11 week experience. This module is organised so that the trainees will be responsible for teaching pupils and fulfilling the duties expected of a teacher. During the placement they will have the opportunity, supported by School Based Mentors, Class teachers and subject leaders to demonstrate the qualities and skills necessary to manage pupils monitor their learning and reflect upon and evaluate their knowledge of the National Curriculum requirements. They will demonstrate expertise in the pastoral and professional duties of a teacher and continue to acquire and develop skills in monitoring pupil’s progress.

CONTACT HOURS :

Scheduled :
Independent :
Placement : 385.00
Total :  385.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to ensure: 

  • Trainee Teachers observe and practise teaching in order to demonstrate the competencies set out in The Teachers’ Standards (DfE, 2012) so as to merit qualified teacher status;
  • Trainees continue to apply their first school experience placement standards and expectations and develop the integrated additional elements of promoting good progress, effective use of assessment, adapting teaching to suit groups of pupils and fulfilling wider professional expectations;
  • Trainees should effectively be able to make the transition from planning and teaching with support to independently planning and delivering lessons that impact on pupil progress;
  • Trainees to demonstrate a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately;
  • Trainees develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Continue to demonstrate subject knowledge and an understanding of the National Curriculum requirements for Key Stage 3, 4 and 5 (as appropriate) in their specialism;
  • Present their specialist subject knowledge clearly and relevantly to the pupils and appraise the place and contribution that their subject makes within the school curriculum;
  • Demonstrate an understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, evaluation and assessment, monitoring and recording of pupils’ progress for the effective learning of all pupils;
  • Evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties;
  • Critically reflect upon the quality if their teaching and its impact upon learners and use this to inform future practice;
  • Demonstrate effective differentiation of teaching to meet the needs of all learners through the use of challenging learning objectives, range of teaching strategies and effective monitoring and assessment;
  • Create and maintain a purposeful and orderly learning environment within a classroom;
  • Develop and maintain effective working relationship with pupils, adults and other professionals.

 

 

 

METHOD OF ASSESSMENT :

No information available.

TRANSITION AND ENHANCEMENT PLACEMENTS

MODULE TITLE : TRANSITION AND ENHANCEMENT PLACEMENTS

MODULE CODE : SXP603


MODULE SUMMARY :

This module allows trainee teachers opportunity to develop a comprehensive understanding of progression before and after the age range for which they are training to teach. They will have the opportunity to observe practice in a primary school over a one week placement. During the primary school placement they will have the opportunity to observe and discuss teaching at key stage 2 with class teachers and subject leaders to develop their understanding of transition to key stage 3. A further two week placement will allow trainees to either develop an understanding of teaching in the 16-19 age range where previous placements have not enabled this or to develop a deeper understanding of a specific element of school provision.

CONTACT HOURS :

Scheduled :
Independent :
Placement : 175.00
Total :  175.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Enable Trainee Teachers to observe teaching at key stage 2;

  • Enable trainees to develop an understanding of transition from key stage 2 to secondary school;

  • To observe, and where possible, engage in delivery of teaching in the 16-19 age range;

  • Where students already have experience with 16-19 teaching, to further develop an aspect of their understanding of the wider practice of teaching;

  • Enable the trainees to reflect on how their own teaching could enhance the transition across age phases.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Demonstrate a knowledge and understanding of teaching and assessment approaches at key stage 2;

  • Demonstrate a knowledge and understanding of teaching and assessment approaches post 16;

  • Demonstrate a knowledge and understanding of arrangements to support transition from primary to secondary school;

  • Develop their own teaching to support effective transition of pupils from key stage 2 to key stage 3 and from key stage 4 to key stage 5.

     

METHOD OF ASSESSMENT :

No information available.

Course code

For 2016 entry

2QGP Biology 

2QGQ Chemistry 

2QGR Physics 

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