PGCE Science (Biology) PGCE Science (Chemistry) PGCE Science (Physics)
Welcome to the Initial Teacher Training course in Secondary Science at Sheffield Hallam University. We hope you have a successful year and find the university sessions and school placements rewarding and enjoyable experiences.
The Secondary Science course focuses on the 11-16 age range with post-16 enhancement. It aims to develop teachers who are able to effectively:
- motivate and educate pupils in science and develop their awareness of the role that science plays in our modern technological society
- teach the science content of the National Curriculum at Key Stage 3
- teach at least one specialist area of science from the National Curriculum at Key Stage 4
- teach at least one specialist area of science at Post-16 level (optional)
The Professional Year is very demanding of trainees. Most of your time and a significant part of your learning will be in schools alongside your mentors and other teachers. We operate a partnership with schools, therefore the sessions at the university give the background information and ideas which will then be explored and developed further during the school experience part of the course. The university sessions emphasise both subject and pedagogical knowledge; delivered through a programme of seminars, tutorials and subject sessions. A range of teaching and learning strategies will be employed throughout these strands.
Professional Studies Seminars (non-School Direct route students)
The professional studies programme has been constructed as a result of a collaboration involving the Sheffield Hallam University Initial Teacher Education team and colleagues from Partner Schools.
These are 2 hour sessions where you will engage in discussions and other activities based around a series of key themes that are carefully mapped to cover the Standards for Teachers. Key note speakers will present either key ideas or different perspectives on an idea. This will be followed by cross subject seminars.
Tutorials (all students)
Tutorial time will be used to address academic progress, support you with target setting and address any issues arising.
Subject sessions (all students)
Key themes in chemistry, physics, biology, geology and astronomy at Key Stage 3 and 4 will be addressed. The work will be closely linked to the revised National Curriculum. The progression of key concepts in science across the key stages will also be considered as will teaching and learning strategies, including appropriate practical work, and assessment procedures.
We will also look at your particular science specialism, reviewing the key concepts, assessment procedures and the potential for supporting laboratory work, at the post 16 level.
In addition to the university sessions, trainees will be expected to take responsibility for their own professional development. This will mean revisiting subject knowledge, reading about science education theory and research and identifying and addressing personal weaknesses.
Before starting the course it would be extremely useful if you could engage with the pre-course tasks (details available below).
Please note that some of the material that you may be sent will contain general university start dates. The Teacher Education courses start early; please refer to course specific start dates.
The Secondary Science Tutor Team looks forward to meeting you in September and if you have any queries you can contact me via:
Tel: 0114 225 6205 E-mail: p.moore@shu.ac.uk
Have a good summer
Pat Moore, Course Leader PGCE Science
Key Preparations/Readings:
The links below will give you an insight into some of the current and historical issues specific to science teaching:
Please download and read the paper ‘Beyond 2000: science education for the future’ from this site:
http://www.nuffieldfoundation.org/beyond-2000-science-education-future
This link will take you to a recent Ofsted survey report looking at science teaching:
Reading Lists:
Copies of some key readings will be distributed during the course, but the following texts are recommended as good background reading. We do not recommend that you purchase these books before the beginning of the course as copies will be available in the Sheffield Hallam Learning Centre.
Association for Science Education. Safeguards in Science Committee (2006), Safeguards in the school laboratory, Association for Science Education, Hatfield
Hollins, M. & Association for Science Education (2011), ASE guide to secondary science education, Association for Science Education, Hatfield.
Kind, V. & Kind, P.M. (2008), Teaching secondary How Science Works, Hodder Education, London.
Reiss, M.J. (2011), Teaching secondary biology, Hodder Education, London.
Sang, D. (2011), Teaching secondary physics, Hodder Education, London.
Taber, K. (2012), Teaching secondary chemistry, Hodder Education, London.
Link to subject association website (if appropriate):
We recommend that you visit the Association for Science Education web site:
Curriculum and/or Key Specifications:
Before starting the course it would be extremely useful if you could familiarise yourself with the basic structure of the current KS3 Science National Curriculum and the status of the proposed review to the KS4 National Curriculum. This information is available at:
The current GCSE specifications are also a useful indication of the range and depth of the science content:
http://www.ocr.org.uk/qualifications/by-type/gcse/science/
http://www.aqa.org.uk/subjects/science/gcse/science-a-4405
https://secure.edexcel.com/quals/gcse/GCSE-science-2011/Pages/default.aspx
Preliminary Subject Knowledge Audit:
After reading through the curriculum and key specifications above, identify the following:
- 3 key areas in which you feel confident / have substantial experience.
- 3 key areas where you feel less confident / lack experience in.
You will be required to complete a more detailed subject knowledge audit at the start of your course.
In order to keep up to date with developments in education we recommend that you read the TES (Times Educational Supplement- www.tes.co.uk) and the Guardian Education supplement (www.theguardian.com/education). We also recommend that you regularly read a broadsheet newspaper.