PGCE Secondary Chemistry

Despite a decline in recent years chemistry remains a popular science choice at 'A' level. In addition to being a key component of Science in the National Curriculum it is also being offered as a separate GCSE option in many schools. The PGCE Secondary Chemistry option provides a pathway into teaching for good chemistry graduates who, ideally, also have a strong background in at least one other science at 'A' level. It is designed to prepare students for teaching all aspects of science to at least Key Stage 3, and chemistry at GCSE and 'A' level.

Further information providing an overview of all the PGCE Secondary Science programmes.

Duration

The programme lasts for 36 weeks (one academic year). Before the course starts at the beginning of October students are required to spend one week in a primary school and one week in a secondary school and to carry out a variety of pre-course tasks. These include an initial needs analysis focussing on subject knowledge and a variety of reading tasks. The first term is predominately based at the University with one induction week being spent in the first placement school. The first placement then continues in January and lasts around 12 weeks. Induction into the second placement school takes place before the Easter vacation and then continues in the summer term until early July.

Entry Requirements

A typical student will have obtained good GCSE grades in ‘double science’ or in each of the three separate science subjects. They will have a good ‘A’ level grade in chemistry and ideally in another science subject. Most will have a good degree with at least 50% of the content related to chemistry. Equivalent or alternative qualifications are always considered. Where necessary applicants may be required to complete some subject enhancement before joining the course.

In addition it is always very helpful to gain an understanding of what being a secondary school chemistry teacher involves through gaining some experience in a secondary school science department.

Academic Staff

The main members of the science team are Nigel Skinner (biology and course leader) Lindsay Hetherington (chemistry) and Keith Postlethwaite (physics).  For details of their interests and research publications follow the links.

What are the aims of this programme?

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 secondary schools and to enable them to meet the Standards for the Award of Qualified Teacher Status QTS). In addition, the programme 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.

Development of subject knowledge and teaching knowledge are priorities. Topics covered include the aims of science teaching; the planning, preparation, and evaluation of learning experiences for children of different ages and abilities; school laboratory management, learning outside the classroom and the use of information and communications technologies to support science teaching and learning. To help achieve the aim of developing confidence in teaching outside the classroom students are invited to participate in an optional (but highly recommended) weekend field course. This takes place at the Field Studies Council centre at Nettlecombe Court in Somerset.

Students begin the programme with degree level knowledge of chemistry which is often quite specialised. Main Subject Chemistry sessions and Subject Support Groups, in which students teach each other about their own particular specialism within chemistry, are designed to help students develop their subject knowledge across all the aspects of chemistry that are relevant to the school curriculum.

Throughout the course we aim to promote engagement with the wider issues of science and its ethical and social relevance. Practising teachers are involved in delivering the course in the University and play an active mentoring role to foster professional development in schools. Energetic, able and committed science graduates will find this an empowering course which develops personal transferable skills, strength of character and offers the potential for playing a part in shaping the future of society.

How am I assessed?

There are two main assessment strands:

1. Assessment of the Standards relating to professional attributes, knowledge, understanding and skills that need to be reached in order to be awarded Qualified Teacher Status (QTS). This strand runs through the whole programme as students gradually devlop the expertise needed to achieve the Standards required. Formative Reports are used to identify areas of strength and to construct individualised action plans in areas where further development is required. The final Summative Report, which records either 'pass' or 'fail', is completed towards the end of the second school placement during the summer term.

To be awarded QTS students also have to pass the Training and Development Agency (TDA) Numeracy, Literacy and ICT (Information and Communications Technology) tests.

2. Assessment at Masters level to gain the PGCE. Student are required to complete three 5,000 word assignments related to the teaching and learning of science. The first focuses on the nature and purpose of science education and the development of understanding of a particular aspect of science education. This is completed during the first, university based, term. The second is completed whilst on the first school placement during the spring term. It involves carrying out either a piece of Action Research or a Case Study. Action Research involves researching your own practice as a beginning science teacher. A Case Study is an investigation of a particular aspect of science teaching and learning in your placement school. The final assignment is completed whilst on the second school placement during the summer term and requires students to write a reflective account of how they have developed as a science teacher over the PGCE year.

Further details relating to assessment can be found in the PGCE science handbook.

Module Information

Current modules:

• Secondary Professional Studies (EES3000)
• Secondary School-Based Work (ESB3001)
• Secondary Chemistry (ESCM002)

Current Student Locations

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