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Subject Knowledge Development Journalfor initial teacher training in Scienceat Liverpool John Moores University

NameYear of Study 2020 - 2021Subject TutorLiaison Tutor

Version 1.3 Secondary ITE Programmes Liverpool John Moores University

Definitions1

Subject“A branch of knowledge studied or taught in a school, college, or university.”

Knowledge“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.”

Development“The process of developing or being developed2.”

“A specified state of growth or advancement.”“An event constituting a new stage in a changing situation.”

Table of Contents1 From https://en.oxforddictionaries.com 2 Develop (def.) “Grow or cause to grow and become more mature, advanced, or elaborate.”

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https://en.oxforddictionaries.com/


Section 1 Principles for SKD

Section 2 Guidelines for SKD Journaling

Section 3 Subject Fundamentals

Section 4 Curricular Frameworks

Section 5 SKD Activities

Section 6 References and Bibliography

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Section onePrinciples for

Subject Knowledge

Development 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 student 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 student 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 () 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.

Figure 1

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Section twoGuidelines for

Subject Knowledge

Development Journaling

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

impact they had on pupils’ learning;

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Low-level subject knowledge: broad range of content knowledge across the range of the subject.

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.).

Subject knowledg

e


Your next steps and targets for further development;

The SKD 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 Science © Siyavula Education

Figure 4 Example misconceptions table from “particles” topic

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Section threeSubject

FundamentalsThe 10 fundamentals describe broad, ‘umbrella’ areas of conceptual and procedural knowledge identified as “The Big Ideas of Science” (Harlen et al., 2010). 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 particlesAtoms 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

Reactions1 Metals and non-metals 2 Acids and alkalis 3 Chemical energy 4 Types of reaction

Fundamental 2: Objects can affect other objects at a distanceAll 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.Notes on my development of subject knowledge for teaching:Forces1 Gravity

Electromagnets1 Voltage and resistance 2 Current 3 Electromagnets 4 Magnetism

Waves1 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 itA 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.Notes on my development of subject knowledge for teaching:Forces1 Speed 2 Gravity3 Contact forces 4 Pressure

Fundamental 4: The total amount of energy in the Universe is always the same but can betransferred from one energy store to another during an eventMany 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.Notes on my development of subject knowledge for teaching:Energy1 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 occurringwithin them shape the Earth’s surface and its climateRadiation 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 UniverseOur 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:The Earth1 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 spanAll 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 organismsFood 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 speciesNotes on my development of subject knowledge for teaching:Organisms1 Movement 2 Cells 3 Breathing 4 Digestion

Ecosystems1 Interdependence 2 Plant reproduction 3 Respiration 4 Photosynthesis

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Fundamental 9: Genetic information is passed down from one generation of organisms toanotherGenetic 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 evolutionAll 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.Notes on my development of subject knowledge for teaching:Genes1 Variation 2 Human reproduction 3 Evolution 4 Inheritance

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section fourCurricular

FrameworksContent 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 mindset 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 URLNational Curriculum Programme of Study for key stages 1 to 3

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

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

GCE AS and A Level Subject Content

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

Subject Associations and GroupsName URLExpert Subject Advisory Groups (ESAG)

http://expertsubjectgroups.co.uk/

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

Royal Society of Biology https://www.rsb.org.uk/education

Royal Society of Chemistry https://edu.rsc.org/teach-chemistry

Institute of Physics https://www.iop.org/education/

STEM Learning https://www.stem.org.uk/

Teachit Science https://www.teachitscience.co.uk/

All About STEM https://www.allaboutstem.co.uk/

Awarding organisationsOrganisation URLAssessment 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/

EDUQAS (WJEC qualifications outside of Wales)

https://www.eduqas.co.uk/

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https://www.eduqas.co.uk/

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

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

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

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

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

https://www.allaboutstem.co.uk/

https://www.teachitscience.co.uk/

https://www.stem.org.uk/

https://www.iop.org/education/

https://edu.rsc.org/teach-chemistry

https://www.rsb.org.uk/education

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

http://expertsubjectgroups.co.uk/



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






section fiveSKD activities

The SKD activities, below, are designed to support student teachers in their self-directed subject knowledge development. The structured activities are mandatory and linked to SKD 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 creation of a teaching & learning resourceDuring the introductory SKD week, in September, you will

either plan and deliver a 10-minute lesson for your peers (briefing to be provided within SKD week)

or create a teaching and learning resource.The topic and teaching style for the microteach 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 the planning for the microteach, you should produce a learning resource (e.g. worksheet etc.) Your subject tutor may ask you to create a teaching and learning resource only. You will share and explain this resource to your peers.If there isn’t an opportunity for microteaching in September, there will be one later in the course.

Session Focus / Topic Focus:Teaching Style / Nature of resource:Session Outline / Elements of teaching and learning resource

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

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Activity 2 Level 2 Specification AuditFrom the science GCSE specification taught in your Home School, read the content knowledge section, auditing your knowledge and identifying key areas of strength. Next, identify areas for development in knowledge and/or skills and set targets for how you will address them.

Examination paper/UnitAwarding 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)

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Date completed:Mentor comment

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Activity 3 Level 2 Examination Paper AuditConsider 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/UnitAwarding 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 on school experience placement 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 resource (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 resource (considering the impact on learning)

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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 DevelopmentDuring the SKD 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 SKD. 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 AssessmentWhat 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

LikelihoodScore

Severity of Outcome

OutcomeScore

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

Recommended activities

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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.

Activity Notes1 Engage with your subject association (see

www.subjectassociations.org.uk).2 Register, using your LJMU email, for

appropriate CPD and online teaching resources with the professional associations and other science education bodies (e.g. STEM Learning).

3 Undertake a formal risk assessment, including the hazards, risks and controls, for a relevant GCSE/’A’ level practical activity. Store it in your Placement Experience File. (This links with Activity 9).

4 Design and deliver a practical activity for one of the GCSE science classes that you teach. Evaluate the effectiveness of this activity upon students’ learning.

5 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). (This links with Activity 6)

6 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. (This links with Activity 1).

7 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.

8 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.

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


Record your CPD activity in the table below:

CPD Activity & Date

Name of Provider

Action Points

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section sixReferences and

Bibliography

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ReferencesBanks, 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

BibliographyThe 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 PressHarlen, W. (Ed.). (2010). Principles and big ideas of science education. Hatfield, England: Association for Science Education.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 EducationSang, David. (2011) (2nd ed.)Teaching secondary physics, London: Hodder EducationSeton, 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 EducationTynan, 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 MurraySpecific subject knowledge resourcesAdams, S and Clays, K. (2015) Revise OCR AS/A level Physics Revision Guide London: PearsonAnning, P. (2017) AQA Physics for GCSE Combined Science: Trilogy Revision GuideBrentnall, D and Grinsell, M. (2016) Revise OCR AS/A level Chemistry Revision Guide London: PearsonMiles, H. (2017) AQA Biology for GCSE Combined Science: Trilogy Revision GuideOrwin, S. (2017) AQA Chemistry for GCSE Combined Science: Trilogy Revision GuideParker, K and Pearson, C. (2016) Revise OCR AS/A level Biology Revision Guide London: Pearson

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

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

Developed by Ken Clays (2020)Department of Teacher EducationSchool of EducationLiverpool John Moores UniversityIM Marsh Campus,Barkhill Road, Liverpool, L17 6BD

Email: [email protected]

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