Science Teaching

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Slides from a seminar on Becoming a Science Teacher given as part of the University of Leicester's Careers After Biological Sciences seminar series
(c) Jenny Harrison, 2008

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Science Teaching

  1. 1. Become a Science Teacher at the University of Leicester Biology 11-18 Chemistry 11-18 Physics 11-18 Core 11-16 Primary (early years-KS2)
  2. 2. Jenny Harrison Biology and Science tutor (Seondary PGCE) School of Education, University of Leicester jkh4@le.ac.uk For Primary PGCE Contact Frankie McKeon (Head of Primary PGCE) • fm10@le.ac.uk
  3. 3. Teaching ? • Have you thought about becoming a science teacher in primary or secondary school?
  4. 4. Teachers are important and make a difference (1) Learning Processes (Pedagogy) = teaching and learning involves planned interventions by teachers in response to how learners are learning
  5. 5. Teachers are important and make a difference (2) What is being learnt in school goes well beyond the curricula and subject areas in school
  6. 6. Teachers are important and make a difference (3) Forging learning relationships
  7. 7. Teaching and learning processes (pedagogy) should help learners with: • the big ideas • key skills and processes • ways of talking • ways of thinking and practising • attitudes and relationships • reaching standards and showing expertise in different settings
  8. 8. The focus is on and with the pupils • asking questions • searching for meaning • noting the ‘penny drop’ effect • enjoying their personalities • helping them to develop and gain self esteem
  9. 9. Why teach ? ‘I entered teaching because I enjoyed studying Physics and I wanted challenging career where I could use this on a daily basis’ ‘I became a teacher because I wanted to work with children to open their minds’
  10. 10. How to check this is what you want to do • Visit a classroom • Visit a department • Shadow an experienced science teacher • Attend a ‘taster course’ • Student Ambassador Scheme (work in a school PT while studying). Contact TIL on 0845 6000 991. • Student Associate Scheme (choose a ‘module’ that gives you a chance to work in classrooms with teachers)
  11. 11. What are the P/G routes into teaching? See: www.tda.gov.uk • Through a school (SCITT – run by schools; lead to QTS; lea to QTS; most grant PGCE) • Employed by a school (GTP - individual training programme; paid as unqualified teacher; advertised; limited places; competitive; leads to QTS) • Through a taught programme run by a HEI (leads to QRS + PGCE + Mlevel options) • Range of PT (flexible) and DL courses at selected HEIs
  12. 12. What makes a good applicant/entrant for a PGCE course? • GCSE grade C in English and Maths + Grade C in Science for a Primary applicant • Relevant degree • Additional training or work experience (e.g. 6 month FT bursaried course in Maths orScience) • Booster courses in a range of subjects
  13. 13. Bursary and Fees • PGCE initial teacher training students are entitled to a tax-free bursary while they train • This year trainees on secondary science PGCE programmes receive a bursary of £9,000 paid monthly (equivalent to about £225 per week) • PGCE trainees pay up to a maximum of £1,800 in variable university fees
  14. 14. ‘Golden Hello’ • Newly qualified teachers (NQTs) start on a six-point pay scale and can move up the pay scale each year (within 5 years) • NQTs in science receive a £5,000 ‘golden hello’ after successful completion of the Induction year and when they start their second year of teaching.
  15. 15. Secondary PGCE science programme at Leicester
  16. 16. Secondary PGCE science programme at Leicester • Team Sessions (mixed subject) – develop generic skills, approaches and ideas for teaching and learning in science • Superteam Sessions – Tutor and student –led workshops on aspects of Science – e.g. Teaching Genetics and Inheritance at KS3/4; Earth Science; Using the interactive whiteboard • Specialist Subject Sessions – key concepts at KS 3/4/5 in specialist areas of science
  17. 17. A ‘Superteam’ Physics Workshop Who is the Physics Specialist ?
  18. 18. Learning about the ‘classroom out-of-doors’ • Residential course as part of the Core Course for all science PGCE students (supported by a subsidy from the Field Studies Council at Flatford Mill FSC) • Local and national museums, science centres, nature reserves…
  19. 19. Two School Placements • Phase A and Phase B – to put teaching skills into practice – to learn on-the-job – to make mistakes and learn from these in a supportive framework of ‘Partnership’ with selected local schools in Leics. and Northants. – to develop as a ‘Reflective Practitioner’
  20. 20. Induction: your first year of teaching Induction standards – QTS is confirmed at the end of this year Entitlement to: • a 90 % teaching timetable • support of a designated induction tutor • termly assessment and a review meeting
  21. 21. Career prospects and professional development Apply for assessment against National Standards to be moved onto the Upper Pay Spine Management and Leadership. Responsibility for: • a particular ‘subject’ (e.g. Head of Dept, Faculty, Curriculum area) • a particular age group (e.g. as Head of Year or Key Stage Co- ordinator) • A particular area (e.g. special educational needs or academic tutor to provide personal guidance) • Senior management position (e.g. deputy or assistant head, or head teacher) • Headteachers shape the vision of the school, and lead and manage the school community.
  22. 22. Career prospects and professional development • an Advanced Skills Teacher (AST) to share expertise in and out of school, as an expert classroom teacher
  23. 23. Life as a teacher • Up to 12 weeks’ holiday a year; opportunities to pursue personal interests; time with families and friends …. • Career prospects: multiple opportunities in and out of schools ….. • Teaching offers the flexibility to fit your work to your life through job-sharing and part-time work …. • Pension benefits: generous occupational pension scheme with guaranteed benefits ….

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