ES677 May 2012 Page 1 of 4 s Module Description Title Physics with Mathematics Subject Study Code ES677 Level 6 Credit rating (points) Prerequisites 20 Type of module Taught with independent study Aims The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 6 study. None This module is designed to ensure that students develop and strengthen their Physics and Mathematics knowledge and understanding and its application to teaching and learning in the secondary school context. Students will become familiar with historical, philosophical and pedagogical rationales for both Physics and Mathematics in the curriculum, in order to engage actively in professional debates within their subject area. Learning outcomes In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 6 study, by the end of the module students should be able to: 1. demonstrate critical engagement with relevant research, theory, current practice, issues and debates within their subject fields, to reflect on and improve their practice; 2. demonstrate a creative and constructively critical response to innovative approaches in teaching and learning; 3. act on advice and feedback, taking responsibility for identifying and meeting their professional development needs; 4. demonstrate a secure knowledge and understanding of their subjects for teaching; 5. demonstrate professional engagement with the requirements of both the Physics and Mathematics curriculum, relevant initiatives and associated examination and assessment frameworks. ES677 May 2012 Page 2 of 4 Content To include: Skills and knowledge auditing, use of the PebblePad e-portfolio, target setting and strategies for development Subject study workshops/fieldwork activities – tutor and student led, collaborative teaching Independent assignment linking creative practice, research and teaching Management of learning in Physics and Mathematics Health and Safety legislation and practice; ethics and legality relevant to subject Learning and teaching strategies Contact Time: Lectures; seminars; tutorials; student-led discussions and presentations; fieldwork activities Non-contact Time: Individual reading and research; fieldwork activities; ongoing subject auditing and updating of subject knowledge. Learning support Books: Hollins, M. (ed) (2011) ASE guide to secondary education Hatfield: The Association for Science Education Liversage, T., Cochrane, M., Kerfoot, B., Thomas, J. (2009) Teaching Science, London: Sage Osborne, J. & Dillon, J. (2010) Good practice in science teaching: what research has to say, Maidenhead: Open University Press Oversby, J. (ed) (2012) ASE Guide to Research in Science Education,. Hatfield: Association for Science Education Wellington, J. & Ireson, G. (2012) Science Learning, Science Teaching, London: Routledge Chambers, P. (2008) Teaching Mathematics: Developing as a Reflective Secondary Teacher. London, Sage Sang, D. (2012) ASE Science Practice - Teaching Secondary Physics, London, Hodder Education Journals Education in Chemistry – published by Royal Society of Chemistry International Journal of Science Education – available via University of Brighton library Physics Education – published by Institute of Physics School Science Review Journal of Biological Education – published by the Society of Biology Mathematics in School – published by Mathematical Association Websites (accessed May 2012) Association for Science Education (ASE) SciTutors http://www.ase.org.uk/resources/scitutors/ National Strategies: Science (archive) http://webarchive.nationalarchives.gov.uk/20110113104120/htt p://nationalstrategies.standards.dcsf.gov.uk/secondary/science National Strategies: Secondary (archive) http://webarchive.nationalarchives.gov.uk/20110113104120/htt p:/nationalstrategies.standards.dcsf.gov.uk/ ES677 May 2012 Page 3 of 4 NCETM National Centre for Excellence in the Teaching of Mathematics www.ncetm.org.uk The Mathematical Association http://www.ma.org.uk/jsp/index.jsp?lnk=000 Assessment task Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and students will be required to complete the following tasks: Task 1: (Weighting 50%) Design and produce a teaching resource, which exemplifies good practice in an area of Physics and Mathematics and includes key evaluative questions to review the resource with potential users. Task 2: (Weighting 50%) A personal rationale for both Physics and Mathematics, including the links between both subjects, in the curriculum, supported by reference to appropriate literature, research data and practice. The word equivalent for both tasks combined will be 4000 words, allowing tutors to place more emphasis on the resource or the rationale according to specific needs. Each task will be marked on a Pass/Fail basis. Students must submit and pass both assignment tasks. Referral task(s): reworking of the original task(s) Assessment criteria General criteria for assessment are framed by the SEEC descriptors for level 6. Against specific criteria, credit will be awarded for: Task 1 A learning and teaching resource which demonstrates: a secure knowledge and understanding of Physics and Mathematics (LO4); creative application of curriculum knowledge and the ability to identify appropriate teaching strategies (LO2); critical review of the resource (LO3). Task 2: an informed and convincing rationale which informs and develops their practice (LO5); a critical engagement with literature, research, current issues, debates and reports in the related area, linking theory to practice (LO1). All learning outcomes must be achieved in order to pass the module. ES677 May 2012 Page 4 of 4 Brief description of module content and/or aims for publicity This module is designed to ensure that students develop and strengthen both their Physics and Mathematics subject knowledge and understanding and its application to teaching and learning. It also enables students to reflect upon theory, policy and practice and to determine their own philosophy of school Physics and Mathematics at the point of moving into their NQT year. Area examination board to which module relates Module team/authors/coordinator Normal duration PGCE (Secondary) Joint Area and Course Examination Board Site where delivered Falmer & Partner Schools Date of first approval May 2012 Date of last revision N/A Date of approval of this version Version number May 2012 Replacement for previous module Route for which module is acceptable and status in that Route Course(s) which module is acceptable and status in course School home N/A External examiner(s) TBA Brian Marsh Two semesters (1 and 2) 1 PGCE (Secondary) Physics with Mathematics: Mandatory PGCE (Secondary) Physics with Mathematics: Mandatory School of Education