University of Plymouth
Faculty of Education
PGCE (Secondary) Programme
Science Pathway
Subject Knowledge Profile
Trainee Teacher …………………………………
140821
Secondary Science PGCE (Biology, Chemistry & Physics)
Science Subject Knowledge Profile
This document is not a test but a method of managing an ongoing audit of you knowledge.
There are sections for:
key stage 3 - From the key stage 3 National Curriculum to be used in all maintained schools
from Sept 2014.
key stage 4 – Indicative content based on exam specifications.
You will also need to refer to the specification used by your placement schools by downloading
it from the examboard website. www.aqa.org.uk; www.edexcel.org.uk; www.ocr.org.uk.
Key stage 5 – From DfE ‘GCE AS and A level subject content’, published April 2014.
Instructions for completing the subject knowledge profile
Some sections are designed to be completed using a traffic lighting system; Green (competent),
Amber (unsure) or Red (area to work on), or use   . These sections must be revisited at
the indicated times.
The traffic lighting asks you to audit your subject knowledge SK (how well you know the
concepts) and also your pedagogical content knowledge PCK (how well do you know how to
teach those concepts). You are not asked to audit your PCK until after your first placement.
You are also asked to record examples of lessons/topics which involve ‘Working
Scientifically’ in key stage 3 lessons. You do not need to list every lesson, which incorporates a
particular skill but should have a few examples (approx. 3) for each one.
Most trainees should only audit their key stage 5 specialism. Some people may wish to
complete more than one, such as trainees that have completed a subject knowledge
enhancement course. Those trainees must complete the subject they enrolled on but should
also attempt to complete their ‘first’ degree subject.
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Secondary Science PGCE (Biology, Chemistry & Physics)
Initial Review of ‘Post Interview-Pre PGCE’ preparation
Complete the following table by stating the subject knowledge you were asked to work on at
interview and remedial tasks completed since then
Areas for development
Work attempted since interview (Including
texts/sources/resources used)
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Secondary Science PGCE (Biology, Chemistry & Physics)
Key Stage 3
Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Range & Content
Subject content – Biology
Pupils should be taught about:
Structure and function of living
organisms
Cells and organisation
cells as the fundamental unit of living
organisms, including how to observe, interpret
and record cell structure using a light
microscope
the functions of the cell wall, cell membrane,
cytoplasm, nucleus, vacuole, mitochondria and
chloroplasts
the similarities and differences between plant
and animal cells
the role of diffusion in the movement of
materials in and between cells
the structural adaptations of some unicellular
organisms
the hierarchical organisation of multicellular
organisms: from cells to tissues to organs to
systems to organisms.
The skeletal and muscular systems
the structure and functions of the human
skeleton, to include support, protection,
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
movement and making blood cells
biomechanics – the interaction between
skeleton and muscles, including the
measurement of force exerted by different
muscles
the function of muscles and examples of
antagonistic muscles.
Nutrition and digestion
content of a healthy human diet:
carbohydrates, lipids (fats and oils), proteins,
vitamins, minerals, dietary fibre and water,
and why each is needed
calculations of energy requirements in a
healthy daily diet
the consequences of imbalances in the diet,
including obesity, starvation and deficiency
diseases
the tissues and organs of the human
digestive system, including adaptations to
function and how the digestive system
digests food (enzymes simply as biological
catalysts)
the importance of bacteria in the human
digestive system
plants making carbohydrates in their leaves
by photosynthesis and gaining mineral
nutrients and water from the soil via their
roots.
Gas exchange systems
the structure and functions of the gas
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
exchange system in humans, including
adaptations to function
the mechanism of breathing to move air in
and out of the lungs, using a pressure model
to explain the movement of gases, including
simple measurements of lung volume
the impact of exercise, asthma and smoking
on the human gas exchange system
the role of leaf stomata in gas exchange in
plants.
Reproduction
reproduction in humans (as an example of a
mammal), including the structure and
function of the male and female reproductive
systems, menstrual cycle (without details of
hormones), gametes, fertilisation, gestation
and birth, to include the effect of maternal
lifestyle on the foetus through the placenta
reproduction in plants, including flower
structure, wind and insect pollination,
fertilisation, seed and fruit formation and
dispersal, including quantitative investigation
of some dispersal mechanisms.
Health
the effects of recreational drugs (including
substance misuse) on behaviour, health and
life processes.
Material cycles and energy
Photosynthesis
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
the reactants in, and products of,
photosynthesis, and a word summary for
photosynthesis
the dependence of almost all life on Earth on
the ability of photosynthetic organisms, such as
plants and algae, to use sunlight in
photosynthesis to build organic molecules that
are an essential energy store and to maintain
levels of oxygen and carbon dioxide in the
atmosphere
the adaptations of leaves for photosynthesis.
Cellular respiration
aerobic and anaerobic respiration in living
organisms, including the breakdown of
organic molecules to enable all the other
chemical processes necessary for life
a word summary for aerobic respiration
the process of anaerobic respiration in
humans and micro-organisms, including
fermentation, and a word summary for
anaerobic respiration
the differences between aerobic and
anaerobic respiration in terms of the
reactants, the products formed and the
implications for the organism.
Interactions and interdependencies
Relationships in an ecosystem
the interdependence of organisms in an
ecosystem, including food webs and insect
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
pollinated crops
the importance of plant reproduction through
insect pollination in human food security
how organisms affect, and are affected by,
their environment, including the accumulation
of toxic materials.
Genetics and evolution
Inheritance, chromosomes, DNA and genes
heredity as the process by which genetic
information is transmitted from one generation to
the next
a simple model of chromosomes, genes and
DNA in heredity, including the part played by
Watson, Crick, Wilkins and Franklin in the
development of the DNA model
differences between species
the variation between individuals within a
species being continuous or discontinuous,
to include measurement and graphical
representation of variation
the variation between species and between
individuals of the same species means some
organisms compete more successfully, which
can drive natural selection
changes in the environment may leave
individuals within a species, and some entire
species, less well adapted to compete
successfully and reproduce, which in turn
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
may lead to extinction
the importance of maintaining biodiversity
and the use of gene banks to preserve
hereditary material.
Subject content – Chemistry
Pupils should be taught about:
The particulate nature of matter
the properties of the different states of matter
(solid, liquid and gas) in terms of the particle
model, including gas pressure
changes of state in terms of the particle
model.
Atoms, elements and compounds
a simple (Dalton) atomic model
differences between atoms, elements and
compounds
chemical symbols and formulae for elements
and compounds
conservation of mass changes of state and
chemical reactions.
Pure and impure substances
the concept of a pure substance
mixtures, including dissolving
diffusion in terms of the particle model
simple techniques for separating mixtures:
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
filtration, evaporation, distillation and
chromatography
the identification of pure substances.
Chemical reactions
chemical reactions as the rearrangement of
atoms
representing chemical reactions using
formulae and using equations
combustion, thermal decomposition,
oxidation and displacement reactions
defining acids and alkalis in terms of
neutralisation reactions
the pH scale for measuring acidity/alkalinity;
and indicators
reactions of acids with metals to produce a
salt plus hydrogen
reactions of acids with alkalis to produce a
salt plus water
what catalysts do.
Energetics
energy changes on changes of state
(qualitative)
exothermic and endothermic chemical
reactions (qualitative).
The Periodic Table
the varying physical and chemical properties
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
of different elements
the principles underpinning the Mendeleev
Periodic Table
the Periodic Table: periods and groups;
metals and non-metals
how patterns in reactions can be predicted
with reference to the Periodic Table
the properties of metals and non-metals
the chemical properties of metal and nonmetal oxides with respect to acidity.
Materials
the order of metals and carbon in the
reactivity series
the use of carbon in obtaining metals from
metal oxides
properties of ceramics, polymers and
composites (qualitative).
Earth and atmosphere
the composition of the Earth
the structure of the Earth
the rock cycle and the formation of igneous,
sedimentary and metamorphic rocks
Earth as a source of limited resources and
the efficacy of recycling
the carbon cycle
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
the composition of the atmosphere
the production of carbon dioxide by human
activity and the impact on climate.
Subject content – Physics
Pupils should be taught about:
Energy
Calculation of fuel uses and costs in the
domestic context
comparing energy values of different foods
(from labels) (kJ)
comparing power ratings of appliances in
watts (W, kW)
comparing amounts of energy transferred (J,
kJ, kW hour)
domestic fuel bills, fuel use and costs
fuels and energy resources.
Energy changes and transfers
simple machines give bigger force but at the
expense of smaller movement (and vice
versa): product of force and displacement
unchanged
heating and thermal equilibrium: temperature
difference between two objects leading to
energy transfer from the hotter to the cooler
one, through contact (conduction) or
radiation; such transfers tending to reduce
the temperature difference: use of insulators
other processes that involve energy transfer:
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
changing motion, dropping an object,
completing an electrical circuit, stretching a
spring, metabolism of food, burning fuels.
Changes in systems
energy as a quantity that can be quantified
and calculated; the total energy has the
same value before and after a change
comparing the starting with the final
conditions of a system and describing
increases and decreases in the amounts of
energy associated with movements,
temperatures, changes in positions in a field,
in elastic distortions and in chemical
compositions
using physical processes and mechanisms,
rather than energy, to explain the
intermediate steps that bring about such
changes.
Motion and forces
Describing motion
speed and the quantitative relationship
between average speed, distance and time
(speed = distance ÷ time)
the representation of a journey on a distancetime graph
relative motion: trains and cars passing one
another.
Forces
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
forces as pushes or pulls, arising from the
interaction between two objects
using force arrows in diagrams, adding forces
in one dimension, balanced and unbalanced
forces
moment as the turning effect of a force
forces: associated with deforming objects;
stretching and squashing – springs; with
rubbing and friction between surfaces, with
pushing things out of the way; resistance to
motion of air and water
forces measured in newtons, measurements
of stretch or compression as force is
changed
force-extension linear relation; Hooke’s Law
as a special case
work done and energy changes on
deformation
non-contact forces: gravity forces acting at a
distance on Earth and in space, forces
between magnets and forces due to static
electricity.
Pressure in fluids
atmospheric pressure, decreases with
increase of height as weight of air above
decreases with height
pressure in liquids, increasing with depth;
upthrust effects, floating and sinking
pressure measured by ratio of force over
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
area – acting normal to any surface.
Balanced forces
opposing forces and equilibrium: weight held
by stretched spring or supported on a
compressed surface.
Forces and motion
forces being needed to cause objects to stop
or start moving, or to change their speed or
direction of motion (qualitative only)
change depending on direction of force and
its size.
Waves
Observed waves
waves on water as undulations which travel
through water with transverse motion; these
waves can be reflected, and add or cancel –
superposition.
Sound waves
frequencies of sound waves, measured in
hertz (Hz); echoes, reflection and absorption
of sound
sound needs a medium to travel, the speed
of sound in air, in water, in solids
sound produced by vibrations of objects, in
loud speakers, detected by their effects on
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
microphone diaphragm and the ear drum;
sound waves are longitudinal
auditory range of humans and animals.
Energy and waves
pressure waves transferring energy; use for
cleaning and physiotherapy by ultra-sound;
waves transferring information for conversion
to electrical signals by microphone.
Light waves
the similarities and differences between light
waves and waves in matter
light waves travelling through a vacuum;
speed of light
the transmission of light through materials:
absorption, diffuse scattering and specular
reflection at a surface
use of ray model to explain imaging in
mirrors, the pinhole camera, the refraction of
light and action of convex lens in focusing
(qualitative); the human eye
light transferring energy from source to
absorber leading to chemical and electrical
effects; photo-sensitive material in the retina
and in cameras
colours and the different frequencies of light,
white light and prisms (qualitative only);
differential colour effects in absorption and
diffuse reflection.
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
Electricity and electromagnetism
Current electricity
electric current, measured in amperes, in
circuits, series and parallel circuits, currents add
where branches meet and current as flow of
charge
potential difference, measured in volts,
battery and bulb ratings; resistance, measured in
ohms, as the ratio of potential difference (p.d.) to
current
differences in resistance between conducting
and insulating components (quantitative).
Static electricity
separation of positive or negative charges
when objects are rubbed together: transfer of
electrons, forces between charged objects
the idea of electric field, forces acting across
the space between objects not in contact.
Magnetism
magnetic poles, attraction and repulsion
magnetic fields by plotting with compass,
representation by field lines
Earth’s magnetism, compass and navigation
the magnetic effect of a current,
electromagnets, D.C. motors (principles
only).
Matter
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
Physical changes
conservation of material and of mass, and
reversibility, in melting, freezing, evaporation,
sublimation, condensation, dissolving
similarities and differences, including density
differences, between solids, liquids and gases
Brownian motion in gases
diffusion in liquids and gases driven by
differences in concentration
the difference between chemical and physical
changes.
Particle model
the differences in arrangements, in motion
and in closeness of particles explaining
changes of state, shape and density, the
anomaly of ice-water transition
atoms and molecules as particles.
Energy in matter
changes with temperature in motion and
spacing of particles
internal energy stored in materials.
Space physics
gravity force, weight = mass x gravitational
field strength (g), on Earth g=10 N/kg,
different on other planets and stars; gravity
forces between Earth and Moon, and
between Earth and Sun (qualitative only)
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
KS3 Range & Content
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
our Sun as a star, other stars in our galaxy,
other galaxies
the seasons and the Earth’s tilt, day length at
different times of year, in different
hemispheres
the light year as a unit of astronomical
distance.
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Secondary Science PGCE (Biology, Chemistry & Physics)
Key Stage 3 Working Scientifically
Examples encountered or taught in school (Class, topic
&date)
Scientific attitudes
pay attention to objectivity and
concern for accuracy, precision,
repeatability and reproducibility
understand that scientific
methods and theories develop as
earlier explanations are modified to
take account of new evidence and
ideas, together with the importance
of publishing results and peer
review
evaluate risks.
Experimental skills and
investigations
ask questions and develop a line
of enquiry based on
observations of the real world,
alongside prior knowledge and
experience
make predictions using scientific
knowledge and understanding
select, plan and carry out the
most appropriate types of
scientific enquiries to test
predictions, including identifying
independent, dependent and
control variables, where
appropriate
use appropriate techniques,
apparatus, and materials during
fieldwork and laboratory work,
paying attention to health and
safety
make and record observations
and measurements using a
range of methods for different
investigations; and evaluate the
reliability of methods and
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Secondary Science PGCE (Biology, Chemistry & Physics)
Examples encountered or taught in school (Class, topic
&date)
suggest possible improvements
apply sampling techniques.
Analysis and evaluation
apply mathematical concepts
and calculate results
present observations and data
using appropriate methods,
including tables and graphs
interpret observations and data,
including identifying patterns and
using observations,
measurements and data to draw
conclusions
present reasoned explanations,
including explaining data in
relation to predictions and
hypotheses
evaluate data, showing
awareness of potential sources
of random and systematic error
identify further questions arising
from their results.
Measurement
understand and use SI units and
IUPAC (International Union of
Pure and Applied Chemistry)
chemical nomenclature
use and derive simple equations
and carry out appropriate
calculations
undertake basic data analysis
including simple statistical
techniques.
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Secondary Science PGCE (Biology, Chemistry & Physics)
Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at start
of induction
Key stage 4
How does an organism produce new cells?
Define gene, allele, chromosome & gamete.
Main processes of the cell cycle.
Comparisons of mitosis and meiosis.
How do genes control growth and development
within the cell?
Structure of genetic code and mechanism for protein
synthesis.
How do new organisms develop from a single cell?
Embryo development, cell specialisation in plants and
animals.
What are genes and how do they affect
development, appearance and health?
How and why do people find out about their genes?
What decisions do people make with this
information?
How can and should genetic information be used?
The process of genetic engineering, and should this
be allowed?
The argument for somatic genetic engineering in
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at start
of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
humans.
What is cloning, and should it be allowed?
What are stem cells, and why could they be useful in
treating some diseases?
How do our bodies resist infection?
The contribution of Semmelweiss in controlling
infection.
Why are we encouraged to have vaccinations
(including the principle of herd immunity)?
What are vaccines, and how do they work?
Define ‘pathogen’
What are ‘superbugs’?
What are antibiotics, and why can they become less
effective?
How do drug companies make sure a new drug is as
safe as possible?
How are new drugs developed and tested?
How can my lifestyle affect my health?
What factors increase the risk of heart disease?
The effect of statins on CVD.
What is cholesterol? How are HDLs and LDLs involved
in CVD? The role of mono-unsaturated and polyunsaturated fats.
State that blood pressure measurements consist of
diastolic and systolic information in mmHg.
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at start
of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
Explain the difference between fitness and health.
How did life on Earth begin and evolve?
What is a species?
How are organisms classified?
How do some species survive?
What determines where particular species live and
how many of them there are?
To suggest how organisms are adapted to the
conditions in which they live to suggest the factors for
which organisms are competing in a given habitat to
suggest reasons for the distribution of animals or
plants in a particular habitat.
Organisms have features (adaptations) which enable
them to survive in the conditions in which they
normally live.
Animals and plants may be adapted for survival in the
conditions where they normally live eg deserts, the
Arctic.
Why do some species become extinct, and does it
matter?
How did humans evolve?
How are our nervous systems organised?
What is the importance of biodiversity?
The effects of deforestation.
Transport into and out of cells (Types, definitions &
examples).
Enzyme function (Examples, lock and key theory, pH
& temp effects & denaturing).
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at start
of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
Plant growth responses.
Photosynthesis.
The word equation for photosynthesis.
How commercial greenhouses maximise the growth
of crops.
The Control of the Internal Environment
Definition of a hormone.
What hormones are involved in the menstrual cycle?
Where are they secreted and what do they do?
What is homeostasis?
Principle of negative feedback.
Why is homeostasis important for a cell?
How is body temperature kept constant?
Detection of temperature change;
Co-ordination of responses to stimuli via the central
nervous system.
Responses to fall or rise in body temperature.
How does the body control water balance?
Kidney function for excretion and water balance.
State and use the word equation for respiration with
oxygen (aerobic respiration).
Explain that during hard exercise, the oxygen supply
is insufficient to meet energy demands so anaerobic
respiration takes place in addition to aerobic
respiration.
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at start
of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
How is information passed through the nervous
system?
Structure of motor neurons
Transmission of electrical impulses including synapse.
What are reflex actions? How are they characterized?
Defining receptors.
How do humans develop more complex behaviour?
Formation of neuron pathways and learning through
repetition.
What do we know about the way in which the brain
co-ordinates our senses?
Mapping brain function, Models for understanding
memory.
How do we use/abuse medical and recreational
drugs?
How do drugs affect our nervous systems?
To evaluate claims made about the effect of cannabis
on health and the link between cannabis and
addiction to hard drugs to explain how the link
between smoking tobacco and lung cancer gradually
became accepted
To evaluate the different ways of trying to stop
smoking.
Drugs can be beneficial but may harm the body.
Thalidomide is a drug that was developed as a
sleeping pill. It was also found to be effective in
relieving morning sickness in pregnant women.
However, it had not been tested for this use.
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at start
of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
Unfortunately, many babies born to mothers who
took the drug were born with severe limb
abnormalities. The drug was then banned, but more
recently is being used successfully to treat leprosy.
The overall impact of legal drugs on health is much
greater than the impact of illegal drugs, because far
more people use them.
Drugs change the chemical processes in people’s
bodies so that they may become dependent or
addicted to them and suffer withdrawal symptoms
without them. Heroin and cocaine are very addictive.
Nicotine is the addictive substance in tobacco smoke.
Tobacco smoke contains carcinogens.
Tobacco smoke also contains carbon monoxide which
reduces the oxygen-carrying capacity of the blood. In
pregnant women this can deprive a foetus of oxygen
and lead to a low birth mass.
Alcohol affects the nervous system by slowing down
reactions and helps people relax, but too much may
lead to lack of self-control, unconsciousness or even
coma, eventually damaging the liver and brain.
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Pedagogical Knowledge
by end of PT2
Pedagogical Knowledge
by Easter
Pedagogical Knowledge
by end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at
start of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
Defining and using the terms; atom, element,
compound, molecule, mixture, atomic mass and
atomic number.
How to balance equations?
What different properties do different materials
have?
Why is crude oil important as a source of new
materials such as plastics and fibres?
What are monomers and polymers?
What are the patterns in the properties of elements?
Classifying elements by their position in the Periodic
Table;
patterns in Group 1; patterns in Group 7;
Using symbols and equations to represent chemical
reactions.
How do chemists explain the patterns in the
properties of elements?
Flame tests and spectra and their use for identifying
elements and studying atomic structure.
Classifying elements by their atomic structure; linking
atomic structure to chemical properties.
How do chemists explain the properties of
compounds of Group 1 and Group 7 elements?
Ions; linking ion formation to atomic structure;
properties of ionic compounds of alkali metals and
halogens.
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Pedagogical Knowledge
by end of PT2
Pedagogical Knowledge
by Easter
Pedagogical Knowledge
by end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at
start of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
What types of chemicals make up the atmosphere
and hydrosphere?
What types of chemicals make up the Earth’s
lithosphere?
Relating the properties of chemicals to their giant
structure using examples found in the Earth’s
lithosphere.
Which chemicals make up the biosphere?
What chemicals make up the biosphere?
Composition of chemicals found in the biosphere and
the natural cycles of elements between the spheres.
How can we extract useful materials from minerals?
What is an ore?
Relating the structure and properties of metals to
suitable methods of extraction.
Using ionic theory to explain electrolysis. Discussing
issues relating to extraction and recycling.
The scale and importance of the chemical industry.
To consider and evaluate the environmental, social
and economic effects of exploiting limestone and
producing building materials from it.
Many metals in everyday use are alloys. Pure copper,
gold, and aluminium are too soft for many uses and
so are mixed with small amounts of similar metals to
make them harder for everyday use.
What is a smart alloy?
The properties and uses of transition metals?
Acids, alkalis and their reactions.
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Pedagogical Knowledge
by end of PT2
Pedagogical Knowledge
by Easter
Pedagogical Knowledge
by end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at
start of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
Neutralisation explained in terms of ions.
Thermal decomposition of Calcium carbonate
Planning, carrying out and controlling chemical
synthesis
Planning chemical syntheses. Procedures for making
pure inorganic products safely. Comparing alternative
routes to the same product.
Calculating reacting quantities and yields.
Measuring purity by simple titration.
Controlling the rate of change.
How do we get fuels from crude oil?
Crude oil is a mixture of a very large number of
compounds.
What is a hydrocarbon?
Defining, uses, representing; Alkanes & Alkenes.
What is fractional distillation?
What is cracking?
How can plant oils be used?
To evaluate the benefits, drawbacks and risks of using
vegetable oils to produce fuels.
The reasons for using food additives.
Chemical analysis can be used to identify additives in
foods.
Artificial colours can be detected and identified by
chromatography.
To evaluate the use, benefits, drawbacks and risks of
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Pedagogical Knowledge
by end of PT2
Pedagogical Knowledge
by Easter
Pedagogical Knowledge
by end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at
start of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
ingredients and additives in foods.
The importance of recycling metals and the products
of oil
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Pedagogical Knowledge
by end of PT2
Pedagogical Knowledge
by Easter
Pedagogical Knowledge
by end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at
start of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
Energy and Energy transfers
What is the unit for energy?
How is power defined?
What is the unit for power?
The difference between temperature and heat.
How light energy is transferred in a photocell?
What is radiation?
Basic structure of an atom.
What types of electromagnetic radiation are there
and what are their properties?
What can happen when radiation hits an object?
Assessing the safety of mobile phones & sunbathing.
Which types of electromagnetic radiation harm living
tissues and why?
How does electromagnetic radiation make life on
Earth possible?
Why are some materials radioactive?
What are the health risks from radioactive materials?
What are the uses of radioactive materials and how
can they help to cure cancer?
How can electricity be generated?
What can be done with nuclear waste?
What is half life and how can it be used?
How can we describe motion?
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Pedagogical Knowledge
by end of PT2
Pedagogical Knowledge
by Easter
Pedagogical Knowledge
by end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at
start of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
Calculation of speed; velocity; graphical
representations of speed and velocity.
What are forces?
The identification of forces and ‘partner’ forces.
What is the connection between forces and motion?
Resultant forces and change in momentum; relating
momentum to road safety measures.
How can we describe motion in terms of energy
changes?
Work done; changes in energy; GPE; KE; losses due to
air resistance and friction.
Electric current
Electric current as a flow of charge; how the charge
moves.
What determines the size of the current in an electric
circuit?
Voltage; current and resistance; series and parallel
circuit; working out resistance.
How do parallel and series circuits work?
Voltage and how it behaves in a series circuit; current
and how it behaves in a parallel circuit.
How is mains electricity produced?
Calculating mains energy transfer?
Including voltages and currents; how generators
work; ac and dc.
How much electrical energy do we use at home?
The relationship between power, voltage and current;
calculating the energy transferred and the efficiency
33 | P a g e
Pedagogical Knowledge
by end of PT2
Pedagogical Knowledge
by Easter
Pedagogical Knowledge
by end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at
start of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
of the transfer.
Calculating the cost of energy transferred from the
mains.
The uses of step-up and step-down transformers in
the National Grid.
To compare and contrast the particular advantages
and disadvantages of using different energy sources
to generate electricity.
What are waves?
Transverse and longitudinal waves, frequency,
wavelength, amplitude, wave speed.
Why do scientists think that light and sound are
waves?
Reflection, refraction, effect of the medium;
behaviour of water waves related to sound and light
waves.
Do all types of electromagnetic radiation behave in
the same way?
Wavelength and frequency of the parts of the
electromagnetic spectrum; properties and uses of
each part of the electromagnetic spectrum.
How is information added to a wave?
Analogue and digital signals to carry information; the
quality of each type of signal.
Recalling and using the wave formula.
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Pedagogical Knowledge
by end of PT2
Pedagogical Knowledge
by Easter
Pedagogical Knowledge
by end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at
start of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
What do we know about the Earth and space?
Why do mountains come in chains, in particular
places?
Can we predict earthquakes, especially those that are
likely to cause most damage?
To explain why the theory of crustal movement
(continental drift) was not generally accepted for
many years after it was proposed.
The layers of the Earth.
How have the Earth’s continents moved, and with
what consequences?
What is global warming, and what can be done to
prevent or reduce it?
What is the evidence for global warming, why might it
be occurring, and how serious a threat is it?
To evaluate methods used to collect environmental
data and consider their validity and reliability as
evidence for environmental change.
What will happen to the Earth and the Sun?
What is known about stars and galaxies?
To compare and contrast the particular advantages
and disadvantages of using different types of
telescope on Earth and
in space to make observations on and deductions
about the universe.
What is the Doppler effect?
The importance of galaxy red-shift.
To make informed judgements about the economic,
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Pedagogical Knowledge
by end of PT2
Pedagogical Knowledge
by Easter
Pedagogical Knowledge
by end of DSP
SK by end of PT1
SK at end of T&L
Examples of the range and content from the AQA,
OCR 21st Century Science & OCR Gateway
specifications
Subject knowledge at
start of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
social and ethical issues concerning cloning and
genetic engineering, including GM crops.
What chemicals make up air, and which ones are
pollutants?
The composition of the atmosphere and the structure
and properties of chemicals found in the atmosphere
and hydrosphere.
Where do pollutants come from?
What chemical reactions produce air pollutants?
How air pollution is harmful to humans and the
environment.
What happens to pollutants in the atmosphere?
How can we improve air quality?
What choices can we make personally, locally,
nationally or globally to improve air quality?
36 | P a g e
Secondary Science PGCE (Biology, Chemistry & Physics)
Post 16
You must complete the KS5 audit for your assigned PGCE specialism. However, you may wish to
complete others to ascertain your ability to offer other AS/A level subjects.
AS – Normal text
A – Bold text
A level Biology – knowledge and understanding
60% of the A level course will consist of the following K&U
[The remainder of both AS and A level specifications allows both for:
• further consideration of applications and implications of science and the development
of scientific ideas
• the introduction of different areas of study.
AS and A level specifications must include a range of contemporary and other contexts.]
1.1 Biology specifications must ensure that there is an appropriate balance between plant biology,
animal biology and microbiology and include an appreciation of the relevance of sustainability to all
aspects of scientific developments.
Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start of
induction
1.2 Living organisms, including plants, animals and micro-organisms, interact with each other and with
the non-living world. The living world can be studied at population, organism, cell and molecular levels.
There are fundamental similarities as well as differences between plants, animals and micro-organisms.
Biodiversity
 the variety of life, both past and present, is
extensive, but the biochemical basis of life is
similar for all living things
 biodiversity refers to the variety and
complexity of life and may be considered at
different levels
37 | P a g e
Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
 biodiversity can be measured, for example
within a habitat or at the genetic level
 classification is a means of organising the
variety of life based on relationships between
organisms and is built around the concept of
species
 originally classification systems were based
on observable features but more recent
approaches draw on a wider range of evidence
to clarify relationships between organisms
 adaptations of organisms to their
environments can be behavioural, physiological
and anatomical
 adaptation and selection are major factors in
evolution and make a significant contribution to
the diversity of living organisms
Exchange and transport
 organisms need to exchange substances
selectively with their environment and this takes
place at exchange surfaces factors such as size
or metabolic rate affect the requirements of
organisms and this gives rise to adaptations
such as specialised exchange surfaces and
mass transport systems
 substances are exchanged by passive or
active transport across exchange surfaces
 the structure of the plasma membrane
enables control of the passage of substances
into and out of cells
Cells
 the cell theory is a unifying concept in biology
 prokaryotic and eukaryotic cells can be
distinguished
38 | P a g e
Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
on the basis of their structure and ultrastructure
 in complex multicellular organisms cells are
organised into tissues, tissues into organs and
organs into systems
 during the cell cycle genetic information is
copied and passed to daughter cells
 daughter cells formed during mitosis have
identical copies of genes while cells formed
during meiosis are not genetically identical
Biological molecules
 biological molecules are often polymers and
are based on a small number of chemical
elements
 in living organisms nucleic acids (DNA and
RNA), carbohydrates, proteins, lipids, inorganic
ions and water all have important roles and
functions related to their properties
 the sequence of bases in the DNA molecule
determines the structure of proteins, including
enzymes
 enzymes catalyse the reactions that determine
structures and functions from cellular to wholeorganism level
 enzymes are proteins with a mechanism of
action and other properties determined by their
tertiary structure
 enzymes catalyse a wide range of intracellular
reactions as well as extracellular ones
 ATP provides the immediate source of energy
for biological processes
Ecosystems
ecosystems range in size from the very
large to the very small biomass transfers
through ecosystems and the efficiency of
transfer through different trophic levels can
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
be measured
 microorganisms play a key role in
recycling chemical elements
 ecosystems are dynamic systems, usually
moving from colonisation to climax
communities in a process known as
succession
 the dynamic equilibrium of populations is
affected by a range of factors
 humans are part of the ecological balance
and their activities affect it both directly and
indirectly
 effective management of the conflict
between human needs and conservation
help to maintain sustainability of resources
Control systems
 homeostasis is the maintenance of a
constant internal environment
 negative feedback helps maintain an
optimal internal state in the context of a
dynamic equilibrium. Positive feedback also
occurs
 stimuli, both internal and extern
al, are detected leading to responses

the genome is regulated by a number of
factors
 coordination may be chemical or electrical
in nature
Genetics and evolution
 transfer of genetic information from one
generation to the next can ensure continuity
of species or lead to variation within a
species and
possible formation of new species
40 | P a g e
Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start of
induction
Secondary Science PGCE (Biology, Chemistry & Physics)
 reproductive isolation can lead to
accumulation of different genetic
information in populations potentially
leading to formation of new species
 sequencing projects have read the
genomes of organisms ranging from
microbes and plants to humans. This allows
the sequences of the proteins that derive
from the genetic code to be predicted
 gene technologies allow study and
alteration of gene function in order to better
understand organism function and to design
new industrial and medical processes
Energy for biological processes
 in cellular respiration, glycolysis takes
place in the cytoplasm and the remaining
steps in the mitochondria
 ATP synthesis is associated with the
electron transfer chain in the membranes of
mitochondria and chloroplasts in
photosynthesis energy is transferred to ATP
in the light-dependent stage and the ATP is
utilised during synthesis in the lightindependent stage
41 | P a g e
Secondary Science PGCE (Biology, Chemistry & Physics)
Chemistry – knowledge and understanding
60% of the A level course will consist of the following K&U
[The remainder of both AS and A level specifications allows both for:
• further consideration of applications and implications of science and the development
of scientific ideas
• the introduction of different areas of study.
AS and A level specifications must include a range of contemporary and other contexts.]
2.1 Chemistry specifications must ensure that there is an appreciation of the relevance of
Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start
of induction
sustainability to all aspects of scientific developments.
Formulae, equations and amounts of
substance
 empirical and molecular formulae
 balanced chemical equations (full and ionic)
 the Avogadro constant and the amount of
substance (mole)
 relative atomic mass and relative isotopic
mass
 calculation of reacting masses, mole
concentrations, volumes of gases, percent
yields and atom economies
 simple acid–base titrations
 non-structured titration calculations,
based solely on experimental results
Atomic structure
 structure and electronic configuration of
atoms (up to Z = 36) in terms of main energy
levels and s, p and d orbitals
 ions and isotopes; use of mass
spectrometry in determining relative atomic
mass and relative abundance of isotopes
Bonding and structure
 interpretation of ionic and covalent bonding
in terms of electron arrangements.
42 | P a g e
Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start
of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
Examples of simple covalent, giant covalent,
ionic and metallic structures
 permanent and induced dipole – dipole
interactions between molecules, including
hydrogen bonding. Electronegativity and its
application to bond type. Interpretation of the
physical properties of materials in terms of
structure and bonding
 shapes of simple molecules and ions with
up to six outer pairs of electrons (any
combination of bonding pairs and lone pairs).
Interpretation in terms of electron pair
repulsion theory
Energetics
 enthalpy changes, including standard
enthalpy changes of reaction, formation and
combustion. Average bond enthalpies
 use of Hess’s law to calculate enthalpy
changes
 use of energetics, including entropy, to
predict the feasibility of reactions
Kinetics
 a qualitative understanding of collision
theory. Activation energy and its relationship
to the qualitative effect of temperature
changes on rate of reaction. Boltzman
distribution
 the role of catalysts in providing alternative
routes of lower activation energy
 determination and use of rate equations
of the form: Rate = k[A]m[B]n, where m and
n are integers. Using orders of reactions
where appropriate, which may give
information about a rate determining/limiting step
Equilibria
 the dynamic nature of equilibria. For
homogeneous reactions, the qualitative
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start
of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
effects of temperature, pressure and
concentration changes on the position of
equilibrium
 equilibrium constants, Kc
 calculation of KC and reacting quantities
 the effect of temperature changes on Kc
 the Bronsted–Lowry theory of acid–base
reactions. The ionic product of water, Kw;
pH and its calculation for strong acids
and strong bases
 dissociation constants of weak acids,
Ka. Calculation of pH for weak acids.
Buffer solutions and their applications
2.8 Redox
 oxidation states and their calculation
 oxidation and reduction as electron transfer,
applied to reactions of s, p and d block
elements
 electrode potentials and their
applications
Inorganic chemistry and the periodic table
 the organisation of elements according to
their proton number and electronic structures.
Classification of elements into s, p and d
blocks
 the characteristic reactions of the elements
and compounds of a metallic group and a
non-metallic group. Trends in properties of
elements and compounds within these
groups
 trends in properties of elements across a
period including:
 melting point
 ionisation energy
 the transition metals as d block
elements forming one or more stable ions
that have incompletely filled d orbitals. At
44 | P a g e
Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start
of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
least two transition metals, chosen from
titanium to copper, to illustrate:
 the existence of more than one oxidation
state for each element in its compounds
 the formation of coloured ions in
solution and simple precipitation
reactions of these
 reactions with ligands to form
complexes and reactions involving ligand
substitution
 the catalytic behaviour of the elements
and their compounds
Organic chemistry
 functional groups. Structural isomers and
stereoisomers (to include geometric (E – Z)
isomerism as a result of restricted rotation
about a carbon –carbon double bond and
optical isomerism as a result of chirality
in molecules with a single chiral centre)
 reactions classified as addition, elimination,
substitution, oxidation, reduction,
hydrolysis, addition polymerisation and
condensation polymerisation
 mechanisms classified as radical
substitution, electrophilic addition,
nucleophilic substitution, electrophilic
substitution and nucleophilic addition
 single and double covalent bonds, bond
polarity and bond enthalpy as factors
influencing reactivity, illustrated by reference
to appropriate reactions.
 the structure of, and the bonding in,
benzene
 organic synthesis, including characteristic
reactions of alkanes, alkenes,
halogenoalkanes, alcohols, arenes,
aldehydes, ketones, carboxylicacids,
esters, amines, amino acids and amides
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start
of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
Modern analytical techniques
a) The use of mass spectrometry, infrared
spectroscopy, nuclear magnetic resonance
spectroscopy and chromatography in analysis,
including techniques for the elucidation of structure.
46 | P a g e
Secondary Science PGCE (Biology, Chemistry & Physics)
Physics – knowledge and understanding.
60% of the A level course will consist of the following K&U
[The remainder of both AS and A level specifications allows both for:
• further consideration of applications and implications of science and the development
of scientific ideas
• the introduction of different areas of study.
AS and A level specifications must include a range of contemporary and other contexts.]
3.1 All physics specifications should require students to develop:
• their knowledge of SI units
• an understanding of the distinction between vector and scalar quantities
• an awareness of the order of magnitude of physical quantities
• an awareness of the limitations of physical measurements.
Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start
of induction
3.2 All physics specifications must ensure that there is an appropriate balance between mathematical
calculations and written explanations of principles.
All physics specifications must require knowledge
and understanding of:
 the use of SI units and their prefixes
 Newton’s laws of motion
 the estimation of physical quantities
 the limitations of physical measurements
Vectors and scalars
 the distinction between vector and scalar
quantities
 resolution of vectors into two components at
right angles
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Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start
of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
 addition rule for two vectors
 calculations for two perpendicular vectors.
Mechanics
 kinematics:
 use of kinematic equations in one dimension
with constant velocity or acceleration
 graphical representation of accelerated motion
 interpretation of velocity - time and
displacement - time graphs
 dynamics:
 use of F = ma when mass is constant
 one- and two-dimensional motion under
constant force
 independent effect of perpendicular
components with uniform acceleration, projectile
motion
 energy:
 calculation of work done for constant forces,
including force not along the line of motion
 calculation of exchanges between gravitational
potential energy and kinetic energy
 principle of conservation of energy momentum:
 definition
 principle of conservation of momentum
 calculations for one-dimensional problems
circular motion:
 radian measure of angle and angular velocity
 application of F = ma = mv2/r = mrω2 to motion
in a circle at constant speed oscillations:
 simple harmonic motion
 quantitative treatment using a = –ω²x and its
solution x = A cos ωt
.
48 | P a g e
Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start
of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
Mechanical properties of matter
 stress, strain, Young modulus
 force-extension graphs, energy stored
Electric circuits
 current:
 electric current as rate of flow of charge, I =
Δq/Δt
emf and potential difference:
 definition of emf and concept of internal
resistance
 potential difference in terms of energy transfer
resistance:
 definition
 resistivity
 Ohm’s law
DC Circuits:
 conservation of charge and energy in circuits
 relationships between currents, voltages and
resistances in series and parallel circuits
 power dissipated
 potential divider circuits
capacitance:
 definition
 energy of a capacitor
 quantitative treatment of charge and
discharge curves
Waves
 qualitative treatment of polarisation and
diffraction
 path difference, phase and coherence,
interference
49 | P a g e
Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start
of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
 graphical treatment of superposition and
stationary waves
Matter
 molecular kinetic theory:
 ideal gases; pV = NkT
 absolute zero
 relationship between temperature and
average molecular kinetic energy
internal energy:
 idea of internal energy
 energy required for temperature change =
mcΔθ
Quantum and nuclear physics
 photons and particles:
 photon model to explain observable
phenomena
 evidence supporting the photon model
 wave-particle duality, particle diffraction
 nuclear decay:
 connections between nature, penetration
and range of emissions from radioactive
substances
 evidence for existence of nucleus
 activity of radioactive sources and idea of
half-life
 modelling with constant decay probability
leading to exponential decay
 nuclear changes in decay
 nuclear energy:
 fission and fusion processes
 E = mc2 applied to nuclear processes
 calculations relating mass difference to
energy change
50 | P a g e
Pedagogical Knowledge by
end of PT2
Pedagogical Knowledge by
Easter
Pedagogical Knowledge by
end of DSP
SK by end of PT1
SK at end of T&L
Topics
Subject knowledge at start
of induction
Secondary Science PGCE (Biology, Chemistry & Physics)
Fields
 force fields:
 concept and definition
 gravitational force and inverse square field
for point (or spherical) masses
 electric force and field for point (or
spherical) charges in a vacuum
electric and gravitational potential and
changes in potential energy
uniform electric field
similarities and differences between electric
and gravitational fields
B-fields:
 force on a straight wire and force on a
moving charge in a uniform field.
 flux and electromagnetic induction:
 concept and definition
 Faraday’s and Lenz’s laws
 emf equals rate of change of magnetic flux
linkage
oscillations:
 simple harmonic motion
 quantitative treatment using a = –ω²x and its
solution x = A cos ωt
.
51 | P a g e