Subject
Knowledge Audit
for all Science
Courses
2016-17
CONTENTS PAGE
INTRODUCTION ..................................................................................2
The subject knowledge audit ............................................................... 2
The features of subject knowledge ...................................................... 2
LEVELS OF SUBJECT KNOWLEDGE ........................................................3
Entries in your audit ............................................................................. 4
Improving subject knowledge .............................................................. 4
SUBJECT KNOWLEDGE AUDIT FOR SCIENCE .........................................5
DEVELOPING SUBJECT KNOWLEDGE IN SCIENCE ................................ 44
1
INTRODUCTION
The subject knowledge audit
This audit aims to do several things:
 to help you know what subject knowledge means for your subject
 to help you identify your strengths and areas for development in subject knowledge
 to allow your Academic Trainer and Training Mentors to track your progress in developing subject knowledge and guide you in increasing your
knowledge
 to play a part in helping you to provide evidence of your achievement against the Teachers’ Standards that relate to subject knowledge.
The features of subject knowledge
There are different ways to think about subject knowledge in the context of teacher training. In its broadest sense, it can consist of the information,
concepts, processes and skills in the subject, as well as the methods to teach, plan and assess it. For the purpose of this audit, the focus is mainly on the
subject matter itself, though you should also be aware of the concepts and processes that underpin this material and how this fits in with the new
curriculum and examination syllabi at KS4 and in the 6th form.
THE NEED TO KNOW
No teacher knows everything about their subject and there is no way they can. In some subjects there is no defined list of topics or other information
that must be known. For others, the details of subject knowledge are more important. What is essential, however, is that you make sure that you
become sufficiently knowledgeable in any topic you need to teach during a school placement. You will certainly discover that one of the best ways to
increase subject knowledge is to teach it to someone else.
Making accurate judgements
At first, you may find it difficult to make accurate judgements about your level of subject knowledge. You may either overestimate or underestimate
what you know in relation to the standard at which it needs to be taught. Reading text books and course documents, careful observation and your own
teaching experience will improve your ability to make more accurate judgements during the course. Your level of subject knowledge will also be assessed
2
by your Academic Trainer, Training Mentors and others work you do. You need to keep a copy of your subject knowledge audit in your Professional
Learning and Practice Portfolio (PLPP).
LEVELS OF SUBJECT KNOWLEDGE
The four levels
The audit identifies four levels of subject knowledge. These range from Level 1 as the highest level, though to Level 4 as the lowest level. For each science
subject, the definitions are as follows (see below). The definitions focus on your knowledge of the material rather than on the teaching methods needed
to teach it.
Level 1
Your knowledge is current and to a degree standard that would make you secure to teach the subject to any level in a school, up to and including AS/A2
level courses. You know and understand both the fundamental principles and the complexities of the topic. You may need to undertake some revision of
the topic, especially to update case studies.
Level 2
Your knowledge is good and would enable you to teach the material to teach the material competently and confidently to at least GCSE standard. Some
of your ideas may be outdated. You would benefit from some revision and updating.
Level 3
Your knowledge is sound, but you only feel confident to teach the material to KS3 standard. You are unsure of the fundamental principles of the topic
and may also feel you need considerable revision of the material so that you can become confident to teach the topic to at least GCSE standard.
Level 4
You have never studied the topic, or your knowledge is not sufficient to teach it to any standard. If required to teach this topic, you will need to read text
books and schemes of work to see what needs to be taught and the level that is appropriate.
3
Entries in your audit
There are six times during the year by which date you need to update this audit. You can do this by waiting until the set dates, or by making regular
entries, especially during school training.







First audit for the PGCE interview
Initial Interview (September)
Progress Review Point 1 (October)
Progress Review Point 2 (January)
Progress Review Point 3 (February)
Progress Review Point 4 (March)
Progress Review Point 5 (June)
Improving subject knowledge
The subject work in your PGCE course is mostly about how to teach the subject, rather than about teaching you the material to teach. You will, however,
improve your subject knowledge through learning about how to teach it. You must also appreciate that you will need to take responsibility for learning
new material and raising your level of subject knowledge, especially when working in schools on placements. Your Academic Trainer and Training
Mentors can help with resources and in other ways, but this is an aspect of the course in which you need to develop independent strategies for learning.
For example, pairing up with another Bath Spa Teacher (BST) from your subject group who has different skill sets to your own to share expertise and
resources.
4
SUBJECT KNOWLEDGE AUDIT FOR SCIENCE
Enter your level of knowledge at each of the five dates during the course. Use the final column for notes to describe the origin of your knowledge, for
example, from a degree module, work experience, AS/A2 level etc., to describe actions you take to improve your knowledge and to refer to where
evidence of your achievement can be found.
For each topic, you should think about your knowledge and understanding of basic musical topics and the skills needed to teach that particular topic.
Please note that the subject content for Science (Yrs 7-11) is very large, hence the size of this document.
The additional reading (web links) at the end of this document will help to provide you with additional guidance as to each topic area should you need it.
The example below is for music. During the course you should complete the audit in a similar way with the detail shown here.
Sample entries
Knowledge of subject
Interview
World Music: gamelan
4
PRP
1
PRP
2
3
1
PRP
3
PRP
4
PRP
5
Progress log: origin of knowledge (degree course etc), actions taken.
Topic not studied since Year 8 in school.
8/02/14 Attended workshop on the gamelan.
20/04/14 Developed resources and then a series of 3 lessons on the gamelan for
Training Phase 2
28/10/14 Developed a medium term plan on the gamelan through additional
research in Music File.
22/11/14 Taught an evaluated the unit of work on gamelan
5
Subject Knowledge Audit for Science
KEY STAGE 3 Science
Knowledge of
Subject
BIOLOGY
Cells &
Organisation
The Skeletal &
Muscle Systems
Human Nutrition,
Diet and Digestion
The Breathing
(Gas Exchange)
System.
Health
Photosynthesis
Cellular
Respiration
6
Interview Initial
Tutorial
PRP 1
PRP 2
PRP 3
PRP 4
PRP 5
Progress log: origin of knowledge (degree course etc), actions
taken.
Relationships in
an Ecosystem
Reproduction in
Humans
Reproduction in
Plants
Inheritance,
Chromosomes,
DNA Genes and
Evolution
Knowledge of
Subject
Interview
Initial
PRP 1
PRP 2
PRP 3
PRP 4
PRP 5
Progress log: origin of knowledge (degree course etc), actions taken.
Tutorial
CHEMISTRY
Pure & Impure
Substances
The Particulate
nature of matter
Atoms, Elements,
Compounds
7
Chemical
Reactions
Energetics
Acids, Alkalis &
Neutralisation
The Periodic Table
Materials
Earth Science and
the Atmosphere
Knowledge of
Subject
PHYSICS
Energy Changes
and Transfers.
Energy, Fuel and
the Cost of Fuel
Auditing Change
(change in
8
Interview
Initial
Tutorial
PRP 1
PRP 2
PRP 3
PRP 4
PRP 5
Progress log: origin of knowledge (degree course etc), actions taken.
systems/
describing energy
changes)
Forces & Motion:
Describing
Motion
Forces
Pressure Forces
Balanced Forces
Observing waves
Sound waves
Energy and
waves
Light waves
Current
Electricity
9
Static Electricity
Magnetism
Matter – Physical
Change
Particle Model
Energy in Matter
Space, Stars,
Galaxies and
Seasons
10
KEY STAGE 4 Science
Knowledge of Subject
Interview
Initial
PRP 1
PRP 2
PRP 3
PRP 4
PRP 5
Progress log: origin of knowledge (degree course etc), actions taken.
Tutorial
Biology
1.1 Diet and
Exercise
Balanced diets,
malnourishment and
diabetes
Metabolism and metabolic
rates
Inherited factors of health,
like cholesterol
Impact and importance of
exercise
1.1.2 Defence
Against Disease
Contribution by
Semmelweiss
Antibiotics and Immunity
Epidemics and Pandemics
Microorganisms and
Pathogens
Viral Action in Cells
11
Role and function of White
Blood Cells
Function of Penicillin
Antibiotic Resistance
including MRSA
1.2 Nerves and
Hormones
In-vitro Fertilisation (IVF)
Use of Plant Hormones
1.2.1 Nervous
System
Stimuli and receptors
Reflex Actions
Synapses and effectors
1.2.2 Control in
Human Body
Water levels, sweat and ion
balance
Temperature and Effect on
Enzymes
Blood Sugar Levels
Activity of hormones such
as LH, FSH
12
Uses of those named
hormones
1.3 Use and
Abuse of Drugs
Statins and Cardiovascular
Disease
Prescribed, non-prescribed,
recreational and hard drugs
Drugs in sport
1.3.1 Drugs
Development of new Drugs
Thalidomide: Use and
effects
Cannabis: Use and effects
1.4
Interdependence
and Adaptation
How Organisms Adapt and
Survive
Extremophiles: Arctic and
Desert
Plant Adaptations
1.4.2
Environmental
Change
13
How environmental change
affects the distribution of
animals
Living organisms as
indicators of pollution
(lichen/ invertebrates)
Biotic and abiotic factors
1.5 Energy and
Biomass
Pyramids of biomass
Loss of energy within
feeding relationships
1.6.1Decay
Processes
Importance of decay and
the conditions for it
1.6.2 The
Carbon Cycle
Processes that remove
carbon from the
atmosphere
Process that add carbon to
the atmosphere
1.7 Genetic
Variation and its
Control
14
Use of gametes in passing
on characteristics
Impact of genetic and
environmental factors for an
individual
1.7.2
Reproduction
Similarities and differences
between asexual and
sexual reproduction
Use of cuttings and tissue
culture in plant reproduction
Embryo transplants and
adult cell cloning
Genetic modification and
the uses of this technique
1.8 Evolution
Darwin’s theory of natural
selection and the gradual
acceptance of it
Other evolutionary theories
such as Lamarck’s
B2 Additional
Science:
Biology
2.1.1.Cell
structures
Cell constituents and the
comparisons between
15
animal, bacterial and yeast
cells
2.1.2 Dissolved
Substances
Process of diffusion and the
uses of it
2.2 Tissues,
Organs and
Organ Systems
Structure and function of
muscular, glandular and
epithelial tissue
Relate tissues to the organs
they are found in
Structures and functions of
organs in the digestive
system
2.2.2 Plant
Organs
How the leaf is an example
of an organs including
details of the cells and
tissues inside it
Specific tissues such as
mesophyll , xylem and
phloem
2.3
Photosynthesis
16
Word equation for
Photosynthesis
Limiting factors of
Photosynthesis
Use of the glucose formed
during Photosynthesis
2.4 Organisms
and their
Environment
Factors that influence the
distribution of organisms
Sampling techniques with
quadrats
Sampling techniques with
transects
2.5 Proteins:
Functions and
Uses
Structure of a protein and
the uses of them
2.5.1 Enzymes
Effect of temperature on
enzyme activity
Effect of pH
Activity of enzymes
amylase and also proteases
17
Activity of lipases
Uses of enzymes in the
home and in industry
2.6 Aerobic and
Anaerobic
Respiration
Word equation for aerobic
respiration
Uses of respiration for the
organism
Effect of exercise on
breathing/ heart rate
Anaerobic respiration the
comparisons with aerobic
2.7 Cell Division
and Inheritance
Influence and work of
Mendel
Construct and use
monohybrid crosses
Ethical issues about stem
cell technology
2.7.1 Cell
Division
Function of chromosomes
Mechanism of mitosis
Formation and uses of stem
18
cells
2.7.2 Genetic
Variation
Sexual reproduction and
variation
XX and XY
Different forms of genes
called alleles
DNA and the double helix
Genes and amino acids
DNA fingerprinting
2.8 Speciation
Formation and uses of
fossils
Causes of extinction
Isolation and speciation
19
Knowledge of Subject
Interview
Initial
Tutorial
Chemistry
1.1
Fundamental
Ideas in
Chemistry
All substances are
made of atoms which
contain a central
nucleus surrounded
by shells
Atoms of each
element are
represented by a
chemical symbol
Relative charges of
protons, neutrons
and electrons
The importance and
use of proton number
1.1.2
Periodic
Table
Elements in the same
group have the same
numbers of electrons
in outer shells
20
PRP 1
PRP 2
PRP 3
PRP 4
PRP 5
Progress log: origin of knowledge (degree course etc), actions taken.
Group 0 are the
noble gases and their
electron configuration
explains activity
1.1.3
Chemical
Reactions
Formation of
molecules using ionic
bonds
Formation of
molecules using
covalent bonds
Representing
chemical reactions
using word and
symbol equations
Conservation of mass
1.2
Limestone
and Building
Materials
Implications of using
limestone as a
building material
Advantages and
disadvantages of
concrete over other
materials
21
1.2.1
Calcium
Carbonate
Formula of calcium
carbonate and the
decomposition of it
Using limewater to
test for carbon
dioxide
Making cement
1.3 Metals
and Their
Uses
Impact of exploiting
metal ores
1.3.1
Extracting
Metals
Economic
considerations of
extracting metal
ores
Metals less reactive
than carbon can be
extracted using
reduction
Reactive metals and
electrolysis
22
Smelting and copper
extraction including
phytomining
1.3.2 Alloys
Formation of steel
Uses of steel and
other alloys
1.3.3
Properties
and Uses of
Metals
Uses and properties
of some transition
metals
Specific uses of
aluminium and
titanium
1.4 Crude oil
and Fuels
Understand the
impact of burning
hydrocarbons
1.4..1 Crude
Oil
Separation of
mixtures (and crude
oil) by distillation
Formula of general
23
alkane and structural
fomula of an alkanes
such as C2H6
Properties of alkanes
based on the size of
their molecules
1.4.3
Hydrocarbon
Fuels
Products of
combustion an the
production of energy
Sulfur dioxide and
nitrogen oxides and
their roles in pollution
Removal of sulphur
dioxide
Biofuels and
biodiesel
1.5 Other
Useful
Substances
for Crude Oil
Cracking
Social advantages
and disadvantages of
the products of crude
oil (plastics)
24
Producing ethanol
from renewable and
non-renewable
sources
Formula and
structure of alkenes
like C3H6
Reacting alkenes
with bromine water
Cracking and the
fuels obtained
1.5.2
Polymers
Method of
transforming
monomers in to
polymers
(polymerisation)
Uses of polymers
Advantages and
Disadvantages of
polymers
1.5.3 Ethanol
Production of ethanol
by hydration
Production of ethanol
by fermentation
1.6 Plant
Oils and
25
Their Uses
General principle of
extracting oils from
vegetables/ nuts
Using oils for energy
Properties of
vegetable oils
compared with water
1.6.2
Emulsions
Use of oils to make
emulsions
Hydrophilic and
hydrophobic
properties of
emulsifiers
1.6.3
Saturated
and
Unsaturated
Oils
Composition of
vegetable oils,
carbon-carbon bonds
Formation of
hardened vegetable
oils using Hydrogen
addition/ catalysts
26
1.7 Changes
in the Earth
and the
Atmosphere
The Earth consists of
the core, mantle and
the crust
Tectonic plates and
movement by
convection
Earthquakes and
volcanic eruptions
1.7.2 Earth’s
Atmosphere
Composition of
current atmosphere
Atmosphere in the
first billion years of
Earth’s history
How the atmosphere
evolved in to its
current composition
Formation of the
oceans
Products formed from
the fractional
distillation of the air
27
C2
Additional
Science:
Chemistry
2.2.1
Structure
and Bonding
Represent electronic
structure of ions
Represent covalent
bonds in molecules
Charges formed
when some bonds
are formed
Group 1 metals and
ionic bonds
Group 7 halogens
and their reactions
with alkali metals
Ionic bonds and
lattices formed
Energy levels in the
shells of metal atoms
2.2.2
Structures
and
Properties
28
Simple molecules
and weak
intermolecular forces
Simple molecules
and electricity
Properties and ionic
structures
2.2.3
Covalent
Structures
Giant
macromolecules like
diamond and graphite
Properties of the
macromolecules
The structure and
properties of
fullerenes
2.2.4 Metals
How metals conduct
heat
Shape memory alloys
like Nitinol
2.2.5
Polymers
LD and HD
poly(ethene)
Thermosetting
29
polymers
2.2.6
Nanoscience
Definition of
nanoscience
Potential uses of
nanoscience
2.3 Atomic
Structure
Relative atomic mass
and 12C isotope
Relative formula
mass
2.3.2
Analysing
Substances
Instrumental methods
used for detection of
elements and
compounds
Identification of
additives in food
Method and uses of
gas chromatography
Mass spectrometry
2.3.3
30
Quantitative
Chemistry
Calculation of % of
an element in a
compound
Empirical formula
Masses of reactants
and products
Calculation of yield
Reversible reactions
2.4 Rates of
Reaction
2 ways to calculate
rate of reaction
Collision theory
(particles colliding)
Effect of increasing
temperature
Effect of increasing
pressure
Effect of increasing
concentrations in
solutions
Effect of increasing
surface area
Use of catalysts and
why they are
important
31
2.5
Exothermic
and
Endothermic
Reactions
Details of exothermic
reactions and their
everyday uses
Endothermic
reactions and
everyday uses
2.6 Acids,
Bases and
Salts
Use and recognise
state symbols in
equations (s) (l) (g)
Forming soluble salts
by reacting acids (eg)
with metals, insoluble
bases, alkalis
Forming precipitates
(insoluble salts)
32
2.6.2 Acids
and Bases
Formations of acids
and bases
Formations of
particular salts based
on the acid/ metal
combinations
Use of pH scales and
properties of it
Neutralisation
reactions
2.7
Electrolysis
Passing an electric
current through an
ionic substance
(electrolyte)
Electroplating
Products formed at
cathode and anode
Electrolysis of
aluminium and
sodium chloride
33
Knowledge of Subject
Interview
Initial
Tutorial
Physics
1.1 Transfer of
Energy
Emission and absorption
of infrared radiation
Good and poor absorbers/
emitters of infrared
radiation
1.1.2 Kinetic
Energy
Kinetic theory to explain
states of matter
1.1.3 Energy
Transfer by
Heating
Transfer of energy by
conduction, convection
and radiation
Factors that affect
evaporation and
condensation
Effect of SA, material and
surface on rate of energy
transfer
34
PRP 1
PRP 2
PRP 3
PRP 4
PRP 5
Progress log: origin of knowledge (degree course etc), actions taken.
1.1.4 Heating
and Insulating
Buildings
U values and the use of
them
Use and design of solar
panels
Specific heat capacity of a
substance
1.2 Energy and
Efficiency
Compare the efficiency,
cost of methods to reduce
‘energy consumption’
Describe energy transfers
in a range of appliance
Interpret and draw Sankey
diagrams
Calculate the efficiency of
a device
1.3 Usefulness
of Electrical
Appliances
Consider implications of
electricity not being
35
available
Compare different
electrical appliances
1.3.1
Transferring
Electrical
Energy
Calculation of energy
transferred using E=Pxt
Calculate the cost of
mains electricity
1.4 Methods to
Generate
Electricity
Methods using fossil fuels
and nuclear fuels
Methods using wind and
water
Methods using Sun’s
radiation
Methods using volcanic
areas/ steam
Comparing the different
methods regarding noise
production, pollution and
wildlife destruction
36
1.4.2 National
Grid
Use of transformers in
National Grid
Relationship of voltage
and current to reduce
energy loss
1.5 Use of
Waves for
Communication
Understand properties of
transverse and
longitudinal waves
Properties of
electromagnetic waves
Compression and
rarefaction
Reflection, refraction and
diffraction of waves
Use wave equation v = fxƛ
Using radio and
microwaves for
communication
1.5.2 Reflection
Angle of incidence and
angle of reflection
Formation of an image
37
1.5.3 Sound
Pitch of sound
Echoes
1.5.4 Red-Shift
Doppler effect
Observation of distant
galaxies and effect on
wavelength
Big Bang theory
Cosmic Microwave
Background Radiation
P2: Additional
Physics
2.1 Forces and
their Effects
Resultant forces
Application of acceleration
and the relationships
between acceleration,
force and mass (eg) a = F
m
Calculation of acceleration
using:
38
a = v-u
t
Calculation of speed of an
object
Calculation of acceleration
using a velocity time
graph
Calculation of distance
travelled using velocity
time graph
2.1.3 Forces
and Breaking
Stopping distance and the
calculation of them
Reaction time and how/
why these can be altered
2.1.4 Terminal
Velocity
Frictional forces in fluids
Falling objects and
acceleration in a fluid
Drawing velocity time
graphs
Weight and its calculation
by W = m x g
2.1.5 Forces
and Elasticity
39
Stretching and storing
elastic potential energy in
a spring
Extension of an elastic
object and the relationship
F=kxe
2.2 Kinetic
Energy
Evaluate the benefits of
breaking systems such as
regenerative energy and
also air bags
2.2.1 Forces
and Energy
Energy is transferred
when work is done
Work against frictional
forces
Use and understand P = E
t
Gravitational potential
energy and use of its
formula
Kinetic energy and use of
its formula
40
2.2.2
Momentum
Understand and use the
momentum formula p = m
xv
Understand the law of
conservation of
momentum
2.3 Currents in
Electrical
Circuits
Static electricity and
charges
Understand that electric
current is a flow of
electrical charge and use
the equation
I=Q
t
Understand that potential
difference (voltage) is
energy transferred
between 2 points; V = W
Q
Know and draw out the 14
main circuit symbols
Draw and understand the
current: voltage(p.d)
graphs for different
resistors
41
Understand the effect of
temperature on resistors
Understand resistance in
a circuit and/ or a
component
Use formula V = IR
Calculate resistance in a
series circuit
Calculate resistance in a
parallel circuit
Uses of thermistors
Uses of LDRs
2.4 Mains
Electricity
Cells, batteries and direct
current (d.c)
Alternating current (a.c)
Structure of an electrical
cable
Structure a wiring of a 3
pin plug
Fuses and circuit breakers
2.4.2 Current,
Charge and
Power
42
Use and understand P = I
XV
Understand why resistors
get hot when electrical
charge flows through
them
Understand and use E = V
xQ
2.5 Atoms and
Radioactivity
Origins of background
radiation
Properties of alpha, beta
and gamma radiation
Nuclear equations to
show alpha and beta
decay
Detection and dangers of
radiation
Half-life of radioactive
sources
2.6 Nuclear
Fission and
Nuclear Fusion
Use of uranium 235 and
plutonium 239 in fission
reactors
Understand the process of
fission and chain
43
reactions
Understand the process of
fusion
Relate fusion to the
formation and functions
within stars
Life cycle of a star
Additional reading:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335174/SECONDARY_national_curriculum_-_Science_220714.pdf
http://filestore.aqa.org.uk/subjects/AQA-4405-W-SP-14.PDF
DEVELOPING SUBJECT KNOWLEDGE IN SCIENCE
There are several contexts in which you will develop your subject knowledge before and during the course.
 Your fellow BSTs- you will all be expected to pair up during the year to share your subject knowledge with each other- everyone will have different
strengths
 Subject workshops: these are about how to teach, not what to teach, though you will develop some subject knowledge during some of these sessions
through various teaching and learning activities and use of resources.
 School placements: these are where you will need to ensure that you are familiar with every topic that you have to teach.
 Individual research: reading texts, music journals, newspaper articles, TV programmes, web sites (including the BSU Minerva ) etc.
One of the joys of teaching science is that the material is constantly changing and new discoveries move us forward. Text books rapidly date as areas of
study and topics of current interest change. It is your responsibility to ensure that your subject knowledge stays up to date to that you are always
teaching music that is current and relevant.
44
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