development and - itt-placement.com · version 1.2 secondary ite programmes liverpool john moores...

Subject Knowledge

Development and

Didactics Journal for initial teacher training in

Science

at Liverpool John Moores University

Name

Year of Study

Subject Tutor

Liaison Tutor

Version 1.2 Secondary ITE Programmes Liverpool John Moores University

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Definitions1

ubject

“A branch of knowledge studied or taught in a

school, college, or university.”

nowledge

“Facts, information, and skills acquired through

experience or education; the theoretical or

practical understanding of a subject.”

“The sum of what is known.”

“True, justified belief; certain understanding, as

opposed to opinion.”

“Awareness or familiarity gained by experience of a fact

or situation.”

evelopment

“The process of developing or being developed2.”

“A specified state of growth or advancement.”

“An event constituting a new stage in a changing

situation.”

and

idactics

“The science, art, or practice of teaching.”

From the Greek didaktikós “skilled in teaching”.

Related to Pedagogy, which has its roots in methods and

practice of learning and teaching, with a focus on the

learner (derived from the Greek ἄγω "I lead", and παῖς "a

child")

1 From https://en.oxforddictionaries.com 2 Develop (def.) “Grow or cause to grow and become more mature, advanced, or elaborate.”

S K

D

D

https://en.oxforddictionaries.com/


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Table of Contents

Section 1 Principles for SKDD

Section 2 Guidelines for SKDD Journaling

Section 3 Subject Fundamentals

Section 4 Curricular Frameworks

Section 5 SKDD Activities

Section 6 References and Bibliography


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section one

Principles for Subject

Knowledge

Development and

Didactics

Teachers must… “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.”

(DFE, 2011)


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Teachers’ Standards, and in particular S3, require that trainee teachers demonstrate a

high level of subject knowledge and pedagogy. Subject knowledge is an essential

component of effective teaching, alongside effective pedagogical / didactic skills,

and contextual knowledge of learners, schools and policy.

Subject knowledge is complex and trainee teachers develop it in five key ways:

Student teachers’ prior knowledge (degree and industrial experience);

Pre-course subject knowledge enhancement, including self-directed activity and

SKE courses in shortage subjects set as a condition of entry;

In-course subject knowledge development/enhancement and ‘auditing’ in

university;

School-based mentoring and teaching practice, whilst on placement, alongside a

subject specialist teacher;

Student teachers’ personal responsibility to undertake self-directed object

knowledge development to expand and deepen knowledge and skill (outside of

university and placement).

Professional Teacher Knowledge

Banks, Leach and Moon (2005) introduced graphic model

Figure 1) to support the development of reflection in Initial Teacher Education (ITE).

Describing teacher professional knowledge as: subject knowledge, pertaining to

disciplinary content knowledge, school knowledge, pertaining to localised policy and

practice (including curriculum, behaviour, etc.), and institutional culture (i.e. what it

means to be a teacher in a specific context). Furthermore pedagogical knowledge,

pertaining to methods for learning, teaching, and assessment. These are not separate

areas, or spheres, of teacher knowledge, but interrelated aspects of teacher

knowledge that converge to develop a ‘personal subject construct’ (PSC); which could

be defined as the individual teacher’s vision for teaching and learning their subject, as

influenced by their knowledge of their subject, the school context and pedagogical

approaches.


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Figure 1

section two

Guidelines for Subject

Knowledge

Development and

Didactics Journaling

SKDD Journaling is an ongoing

process, and disposition of reflection

and self-evaluation, focusing on and

prioritising your subject knowledge

developed during your initial teacher

education and beyond. Curricula

change periodically and knowledge

within subjects can evolve over time,

with emphasis and priorities being

influenced by policy, society and

technology.


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Student teachers and mentors should regularly review subject knowledge development

and identify priority areas for development of subject knowledge for teaching. The

subject ‘fundamentals’, in section three, provide a broad framework for discussion

around subject knowledge, and aim to provide flexible and inclusive categories that

cover much of the knowledge that you will need to teach your subject.

Subject knowledge should be discussed with your subject-specialist, school-based ITT

Mentor, in weekly meetings, as part of the wider dialogue around your training and

development. Appropriate areas for development will include:

Gaps in your subject knowledge for content that is new to you;

Content that you have not studied for some time and need to refresh your

knowledge;

Content that you are going to be teaching in the next Phase of your training;

Areas of strength, where you need to break down your high-level/expert

knowledge into component parts to introduce it to learners for the first time;

Challenging your preconceptions and assumptions about what pupils

know/understand and motivations within your subject;

Identifying and exploring misconceptions and complex concepts/principles;

Figure 2 Pyramid model of subject knowledge

During your training, reflect on your developing subject knowledge for teaching and

make notes of where you have done so, setting targets for linked to short, medium and

long term planning for the lessons that are timetabled to teaching. When you are

making notes in relation to the subject ‘fundamentals’ (section three), it is helpful to

include

The date of the entry (and subsequent updates);

The specific aspect(s) of content knowledge that you focused on within the

‘fundamental’;

The class(es) that you developed the knowledge for and/or why you targeted

this for development;

Indicate how you went about developing the knowledge;

Subject knowledge

High-level subject knowledge: deep

knowledge in a narrower range of content.

Can lead to assumptions about learners’

knowledge and engagement, and need to

be broken down into ‘component’ parts

(concepts, principles, etc.).

Low-level subject knowledge: broad

range of content knowledge across the

range of the subject.


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Note the strategies/approaches you adopted (i.e. pedagogy/didactics) and the

impact they had on pupils’ learning;

Your next steps and targets for further development;

The SKDD Journal is your notebook, recording what subject knowledge you have

developed and how you have gone about it. Notes can include any additional and

relevant information, including concept maps (Figure 3) photographs or scanned

images of examples of your own or pupils’ work (Figure 4).

Figure 3 Example concept map from Geography

Figure 4 Example image from Art and Design


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section three

Subject

Fundamentals

The areas below describe broad,

‘umbrella’ areas of conceptual and

procedural knowledge fundamental

to the subject. You will identify specific

content knowledge and skills for each

category, and write a narrative of your

subject knowledge development

during your initial teacher education;

setting targets appropriate to the

stage of your training and needs (see

section two, above). Specific lists of

content knowledge can be found in

the relevant curricular frameworks (see

section four, below).


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Fundamental 1: All matter in the Universe is made of very small particles Atoms are the building blocks of all matter, living and non-living. The behaviour and arrangement of the atoms

explains the properties of different materials. In chemical reactions, atoms are rearranged to form new substances.

Each atom has a nucleus containing neutrons and protons, surrounded by electrons. The opposite electric

charges of protons and electrons attract each other keeping atoms together and accounting for the formation of

some compounds.

Notes on my development of subject knowledge for teaching:

Matter

1 Particle model 2 Separating mixtures 3 Periodic table 4 Elements

Reactions

1 Metals and non-metals 2 Acids and alkalis 3 Chemical energy 4 Types of reaction

Fundamental 2: Objects can affect other objects at a distance All objects have an effect on other objects without being in contact with them. In some cases, the effect travels

out from the source to the receiver in the form of radiation (e.g. visible light). In other cases, action at a distance is

explained in terms of the existence of a field of influence between objects, such as a magnetic, electric or

gravitational field. Gravity is a universal force of attraction between all objects however large or small, keeping

the planets in orbit round the Sun and causing terrestrial objects to fall towards the centre of the Earth.


Forces

1 Gravity

Electromagnets

1 Voltage and resistance 2 Current 3 Electromagnets 4 Magnetism

Waves

1 Sound 2 Light 3 Wave effects 4 Wave properties


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Fundamental 3: Changing the movement of an object requires a net force to be acting on it A force acting on an object is not seen directly but is detected by its effect on the object’s motion or shape. If an

object is not moving, the forces acting on it are equal in size and opposite in direction, balancing each other.

Since gravity affects all objects on Earth there is always another force opposing gravity when an object is at rest.

Unbalanced forces cause change in movement in the direction of the net force. When opposing forces acting on

an object are not in the same line, they cause the object to turn or twist. This effect is used in some simple

machines.


Forces

1 Speed 2 Gravity3 Contact forces 4 Pressure

Fundamental 4: The total amount of energy in the Universe is always the same but can be

transferred from one energy store to another during an event Many processes or events involve changes and require an energy source to make them happen. Energy can be

transferred from one body or group of bodies to another in various ways. In these processes, some energy

becomes less easy to use. Energy cannot be created or destroyed. Once energy has been released by burning a

fossil fuel with oxygen, some of it is no longer available in a form that is as convenient to use.


Energy

1 Energy costs 2 Energy transfer 3 Work 4 Heating and cooling


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Fundamental 5: The composition of the Earth and its atmosphere and the processes occurring

within them shape the Earth’s surface and its climate Radiation from the Sun heats the Earth’s surface and causes convection currents in the air and oceans, creating

climates. Below the surface heat from the Earth’s interior causes movement in the molten rock. This in turn leads to

movement of the plates that form the Earth’s crust, creating volcanoes and earthquakes. The solid surface is

constantly changing through the formation and weathering of rock.

Fundamental 6: Our solar system is a very small part of one of billions of galaxies in the Universe

Our Sun and eight planets and other smaller objects orbiting it comprise the solar system. Day and night and the

seasons are explained by the orientation and rotation of the Earth as it moves round the Sun. The solar system is

part of a galaxy of stars, gas and dust, one of many billions in the Universe, enormous distances apart. Many stars

appear to have planets. Notes on my development of subject knowledge for teaching:

Earth

1 Earth structure 2 Universe 3 Climate 4 Earth resources


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Fundamental 7: Organisms are organised on a cellular basis and have a finite life span All organisms are constituted of one or more cells. Multi-cellular organisms have cells that are differentiated

according to their function. All the basic functions of life are the result of what happens inside the cells that make

up an organism. Growth is the result of multiple cell divisions.

Fundamental 8: Organisms require a supply of energy and materials for which they often

depend on, or compete with, other organisms

Food provides materials and energy for organisms to carry out the basic functions of life and to grow. Green plants

and some bacteria are able to use energy from the Sun to generate complex food molecules. Animals obtain

energy by breaking down complex food molecules and are ultimately dependent on green plants as their source

of energy. In any ecosystem there is competition among species Notes on my development of subject knowledge for teaching: Organisms

1 Movement 2 Cells 3 Breathing 4 Digestion

Ecosystems

1 Interdependence 2 Plant reproduction 3 Respiration 4 Photosynthesis


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Fundamental 9: Genetic information is passed down from one generation of organisms to

another

Genetic information in a cell is held in the chemical DNA. Genes determine the development and

structure of organisms. In asexual reproduction, all the genes in the offspring come from one parent. In

sexual reproduction, half of the genes come from each parent.

Fundamental 10: The diversity of organisms, living and extinct, is the result of evolution

All life today is directly descended from a universal common ancestor that was a simple one-celled

organism. Over countless generations, changes resulting from natural diversity within a species lead to

the selection of those individuals best suited to survive under certain conditions. Species not able to

respond sufficiently to changes in their environment become extinct.


Genes

1 Variation 2 Human reproduction 3 Evolution 4 Inheritance


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section four

Curricular

Frameworks

Content knowledge taught in subjects

changes over time, through curriculum

development and as new knowledge

is generated in the field. An effective

teacher must be able to manage

change and have a mind-set that

enables them to develop and

construct their subject knowledge. This

is an important disposition for the

resilient and effective teacher.

This section identifies the current

curricular frameworks for your subject,

and other supporting information and

guidance. These provide the specific

content knowledge that is taught in

schools. Use the subject

‘fundamentals’ (section three, above)

to aid your reflection regarding

related ideas and activity in your

subject.


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Curricular Frameworks Document URL

National Curriculum Programme

of Study for key stages 1 to 3

https://www.gov.uk/government/collections/nati

onal-curriculum

GCSE Subject Content https://assets.publishing.service.gov.uk/governm

ent/uploads/system/uploads/attachment_data/f

ile/381380/Science_KS4_PoS_7_November_2014.

pdf

GCE AS and A Level Subject

Content

https://www.gov.uk/government/publications/g

ce-as-and-a-level-for-science

Subject Associations and Groups Name URL

Expert Subject Advisory Groups

(ESAG)

http://expertsubjectgroups.co.uk/

Association for Science Education https://www.ase.org.uk/

Awarding organisations Organisation URL

Assessment and Qualifications

Alliance (AQA)

http://www.aqa.org.uk/

Oxford, Cambridge and RSA

(OCR)

http://www.ocr.org.uk/

Pearson Qualifications (Edexcel) https://qualifications.pearson.com/en/home.html

Welsh Joint Examination Council

(WJEC)

http://www.wjec.co.uk/

https://www.gov.uk/government/collections/national-curriculum

https://www.gov.uk/government/collections/national-curriculum

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/381380/Science_KS4_PoS_7_November_2014.pdf




https://www.gov.uk/government/publications/gce-as-and-a-level-for-science

https://www.gov.uk/government/publications/gce-as-and-a-level-for-science

http://expertsubjectgroups.co.uk/

https://www.ase.org.uk/

http://www.aqa.org.uk/

http://www.ocr.org.uk/

https://qualifications.pearson.com/en/home.html

http://www.wjec.co.uk/


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section five

SKDD activities

The SKDD activities, below, are

designed to support student teachers

in their self-directed subject

knowledge development. The

structured activities are mandatory

and linked to SKDD sessions (with

subject tutors), with recommended

activities for personalised learning. The

recommended activities should be

discussed in weekly meetings (student

teachers and mentors) and used to

personalise training and encourage

deeper reflection on content and

pedagogical knowledge.


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Activity 1 Microteaching and Sharing Practice During the introductory SKDD week, in September, you will plan and deliver a 10-minute lesson with your

peers. The topic and teaching style for the session will be agreed in advance with your subject tutor, and

you will have time to prepare before delivering. As part of the preparation, you should read the following

chapter on teaching styles: Carpenter, C and Bryan, H. 5.3 Teaching Styles. In S. Capel, M. Leask and S. Younie (2016). Learning to teach in the

Secondary School: a companion to school experience (seventh edition). Abingdon, UK: Routledge. pp 368-384.

As part of your planning, you should produce an appropriate learning resource (e.g. visual aid,

worksheet, etc.). ICT (i.e. a computer and project) will not be available for the microteach session. As a

follow up to this activity, you will share what you have learnt with teachers in your Home School

placement, in a Mentor Meeting with your ITT Mentor, a Subject Department Meeting or by producing a

resource to summarise a range of teaching styles and how they might apply in your subject (e.g.

Mosston’s Spectrum).

Session Focus:

Teaching Style:

Session Outline

Resources

Self-evaluation (including tutor & peer feedback) Areas for development (targets and actions)


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Activity 2 Level 2 Specification Audit

Identify a relevant Level 2 (e.g. GCSE, BTEC, etc.) qualification taught in your Home School that you will

be solo or team teaching. Read the content knowledge section in the specification document, auditing

your knowledge and identifying key areas of strength. Next, identify areas for development in knowledge

and/or skills that you will be required to teach; and set targets for how you will address them.

Examination paper/Unit

Awarding

Organisation Qualification

Areas of strength (highlight ‘new’ knowledge for teaching)

How/where were they developed? (e.g. on your degree, personal study, etc.)

Areas for development (highlight when achieved)

Key action point (to be developed in the Weekly Meeting Record)

Date completed:

Mentor comment


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Activity 3 Level 2 Examination Paper Audit Consider the most recent examination (e.g. GCSE, BTEC, etc.) for the Level 2 specification used in the

specification audit.

Read last years Past Paper materials on the awarding organisation (AO).

Discuss with the ITT Mentor and identify key areas for development.

Sit the paper, or appropriate elements (linked to individual needs), in exam conditions.

Read the Mark Scheme provided by the AO.

Read the Examiners Report for the specification.

Mark and discuss your results with your ITT Mentor.

Examination paper/Unit

Awarding

Organisation Qualification

Areas of strength (highlight ‘new’ knowledge for teaching)

How/where were they developed? (e.g. on your degree, personal study, etc.)

Areas for development (highlight when achieved)

Key action point (to be developed in the Weekly Meeting Record)

Date completed:

Mentor comment


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Activity 4 Evaluating and Adapting Learning Resources

Student teachers should spend time selecting, evaluating and adapting a range of current resources

that are used at their Home School, as part of their units and schemes of work, or obtained from external

sources (e.g. free or paid online teacher resources). As part of your development, select a resource (e.g.

homework, worksheet, etc.) to critically review and adapt for one of your lessons taking into

consideration standard S5 (Differentiation).

Description of resource3 (including the source, age range and expected outcomes)

Critique of the original resource (including the benefits and limitations)

Summary of adaptions (including differentiation of learning and links to assessment)

Evaluation of the adapted resource4 (considering the impact on learning)

3 Include a rough sketch, screenshot, photo or scanned image. 4 Ibid.


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Activity 5 Transition (key stage 2 to 3)

Read the statutory requirements for key stage 2, including formal assessment arrangements and how

your subject is taught in this phase of education. Discuss the Year 6/7 transition arrangements in your

Home School, for pupils from local ‘feeder’ primaries, with the Head of Department / Subject Lead.

Consider the questions below:

What does the department know about the primary curriculum experiences of their current Y7

students? (curriculum content, teaching and learning activities)

How do teachers gain insights about these curriculum experiences? What helps or hinders this

process?

Does the school/department have assessment data about their students’ performance in the

subject at the end of Key Stage 2? Why/ why not? Do they find this data useful? Why / why not?

How is the subject taught in key stage 2? What are the similarities and difference to key stage 3?

Write a reflection, below, about how effectively you have catered for Year 7 learners; based on your

knowledge about prior learning and/or attainment in key stage 2. What are the emerging issues and

actions you may wish to take?

Reflection (including how your perspective has been renewed)

Implications for future practice


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Activity 6 Transition (key stage 4 to post 16)

Set up a focus group with a group of year 11 students in your subject, and discuss their aspirations for their

education and career following GCSEs. Then discuss the findings with your ITT Mentor and/or the Head of

Department. Consider the questions below:

What are the key differences between key stage 4 and post 16? (These may include the physical,

social and cognitive development of teenagers, curriculum content, teaching and learning

activities, etc.)

How does the key stage 4 curriculum and the teachers prepare students for the transition to post

16? What helps or hinders this process?

How is the subject taught post 16? What are the similarities and differences to key stage 4?

Write a reflection below about your readiness to support transition from key stage 4 to post 16. This may

be based on your knowledge about the curriculum, student aspirations and development. What are the

emerging issues and actions you may wish to take?

Reflection (including how your perspective has been renewed)



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Activity 7 Sharing Personal Subject Knowledge Development During the SKDD sessions in the February training block, you will deliver a 5-minute presentation to your

peers on an aspect of subject knowledge for teaching that you have developed in Phase 1 or 2

Rationale (Why did you develop the subject knowledge for teaching?) (Preparation before)

Process (How did you develop the subject knowledge for teaching?) (Preparation before)

Reflection (What are the implications for your future subject knowledge development including peer

feedback?) Following the session


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Activity 8 Learning Outside The Classroom (LOTC) The ‘classroom’ can be described as the ‘normal’ environment for learning in your subject in timetabled

lesson. What are the alternative environments when your subject can be taught to develop and enrich

children’s knowledge and understanding?

Write a reflection, below, on an experience of learning outside of the classroom in your subject. This could

include activities that you have supported or planned in school, or as part of your university-based SKDD.

What are the emerging issues and actions you may wish to take?

Reflection (including the practical aspects of planning, risk assessment, communication, etc. and

how your perspective has been renewed as a result of the activity)



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Activity 9 Risk Assessment

What do you understand by the words Hazard and Risk?

A risk assessment is simply a careful examination of what, in your work, could cause

harm to people, so that you can weigh up whether you have taken enough

precautions or should do more to prevent harm.

Five simple steps:

Step 1 Identify the hazards

Step 2 Decide who might be harmed and how

Step 3 Evaluate the risks and decide on precautions (control measures)

Step 4 Record your findings and implement them

Step 5 Review your assessment and update if necessary

Likelihood of

occurrence

Likelihood

Score

Severity of

Outcome

Outcome

Score

Improbable

except in freak

circumstances

1 No visible effects 1

Unlikely 2 First Aid requires 2

Quite possible 3 Serious injuries 3

Likely 4 Severe injuries 4

Inevitable 5 Fatality/Multiple

casualties 5

Risk Factor = Outcome x Likelihood

1 – 7 = Low Priority (acceptable risk)

8 – 14 = Priority (requires attention)

15 – 25 = High Priority (unacceptable risk)

Task: Research and write a Risk Assessment for a practical activity of your choice from

the 2014 KS3 Science curriculum


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Recommended activities

The activities below may be used by student teachers, in discussion with their ITT Mentor, Personal/Liaison

Tutor and/or Subject Tutor to personalise subject knowledge for teaching. Any relevant documentation

produced should be printed and stored in the relevant section of the QTS Training and Development File

and/or Placement Experience File; and recorded in your LJMU ITT Tracker audit page for the appropriate

standard.

1. Engage with your subject association (see www.subjectassociations.org.uk).

2. Undertake a formal risk assessment, including the hazards, risks and controls, for a

relevant activity in your subject. Store it in your Placement Experience File.

3. Review a relevant Level 3 qualification and examination material, and set targets

for subject knowledge development. Record targets and actions in your Weekly

Meeting Record(s).

4. Review and critique an off-the-shelf learning resource with your ITT Mentor.

Record in a lesson plan and evaluation.

5. Design an original learning resource for one of the classes you teach. Record in a

lesson plan and evaluation, and store it in your Placement Experience File.

6. Design an original (or adapt an existing) resource for teaching problem solving

for a specific group of learners, keeping a copy of it, and any feedback

evaluation in your Placement Experience File.

7. Adapt an off the shelf teaching resource to incorporate differentiated learning

outcomes and tasks for a specific group of learners for whom you are responsible.

http://www.subjectassociations.org.uk/


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section six

References and

Bibliography


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References

Banks, F. Leach, J. and Moon, R. (2005). Extract from new understandings of teachers' pedagogic

knowledge, The Curriculum Journal, 16(3), pp.331-340, DOI: 10.1080/09585170500256446

DFE (2011). Teachers’ Standards. London: Department for Education. Available at

http://www.education.gov.uk/publications

Bibliography The list below provides a wide range of sources of relevant subject knowledge, which may support you in

consolidating existing and developing new knowledge; as well as supporting lesson planning and

preparation, and resource design.

Abrahams, I. (2010) Practical work in secondary science: a minds-on approach, London: Continuum

International Pub. Group

Braund, M. (2008) Starting science... again? : making progress in science learning, London: SAGE

Publications Ltd.

Dawkins, R. (2006) (3rd ed) The selfish gene, Oxford: Oxford University Press

Inglis, M., Mallaburn, A., Tynan, R., Clays, K., & Jones, R. (2013). Insights from a Subject Knowledge

Enhancement Course for Creating New Chemistry and Physics Teachers. School Science Review, 94(349),

101-107.

Mallaburn, A., Seton, L and Goodwin, M (2018). Chemistry: The essential spark for engagement.

Education in Science, 272. pp. 26-27.

Osborne, J & Dillon, J. (2010) (2nd ed.) Good practice in science teaching: what research has to say,

London: Open University Press

Reiss, Michael J. (2011)(2nd ed.) Teaching secondary biology, London: Hodder Education

Sang, David. (2011) (2nd ed.)Teaching secondary physics, London: Hodder Education

Seton, L., Mallaburn, A,. & Goodwin, M. (2018). Research Focus: Nurturing socio-economically challenged

learners' curiosity in chemistry. Education in Science, 272. pp. 28-29.

Taber, Keith. (2012) (2nd ed.)Teaching secondary chemistry, London: Hodder Education

Tynan, R. J., Mallaburn, A., Jones, R., & Clays, K. (2014). Subject knowledge enhancement (SKE) courses

for creating new chemistry and physics teachers: do they work? School Science Review, 95(353), 85-94.

Tynan, R. J., Jones, R. B., Mallaburn, A., & Clays, K. (2016). Working towards evidence based practice in

science teaching and learning. School Science Review. 97(361), 109-115.

Tynan, R. J., Jones, R. B., Mallaburn, A., & Clays, K. (2016). Subject knowledge enhancement courses for

creating new chemistry and physics teachers: the students’ perceptions. School Science Review. 98(363),

109-114.

Wood-Robinson, V. (2006) ASE guide to secondary science education, London: ASE, John Murray

Specific subject knowledge resources

Adams, S and Clays, K. (2015) Revise OCR AS/A level Physics Revision Guide London: Pearson

Anning, P. (2017) AQA Physics for GCSE Combined Science: Trilogy Revision Guide

Brentnall, D and Grinsell, M. (2016) Revise OCR AS/A level Chemistry Revision Guide London: Pearson

Miles, H. (2017) AQA Biology for GCSE Combined Science: Trilogy Revision Guide

Orwin, S. (2017) AQA Chemistry for GCSE Combined Science: Trilogy Revision Guide

Parker, K and Pearson, C. (2016) Revise OCR AS/A level Biology Revision Guide London: Pearson

http://www.education.gov.uk/publications

http://researchonline.ljmu.ac.uk/8990/

http://researchonline.ljmu.ac.uk/8990/

Developed by Ken Clays (2019)

Department of Teacher Education

School of Education

Liverpool John Moores University

IM Marsh Campus,

Barkhill Road, Liverpool, L17 6BD

Email: [email protected]

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