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The standards are very specific and this useful book addresses all the skills related to secondary science teaching, as well as some more general issues, that teachers will be required to demonstrate on qualification. Written in a clear and accessible style this is an essential read for anyone training to be a secondary science teacher and will be a useful resource for teacher educators and teacher mentors. Lynn D. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Includes bibliographical references and index. Paper 1. Science-Study and teaching Secondary. Newton, Lynn D. Why Science Education? She is now a part-time lecturer in science education at the University of Newcastle upon Tyne School of Education. Although trained as a chemist, she has developed an interest in the effective use of ICT, and carried out research for her Ph. Alan Brennan is a biologist with an interest in freshwater ecology, the focus of his Ph.

He taught in London before moving to the North East where he taught science in a number of secondary schools in the region.

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He has recently moved from his post of head of department in a large comprehensive school to take on the role of science coordinator for the Redcar and Cleveland City Learning Centre in Eston, Middlesborough. Judith Dobson has taught in all phases of education and moved from teaching in a middle school in Northumberland into the advisory service for Northumberland LEA as an advisory teacher for science and technology.

She now works as a part-time lecturer in science education across primary, middle school and secondary level courses at the University of Newcastle upon Tyne School of Education. Ahmed Hussain began his career as a university researcher, carrying out genetics-based research on plants. He later became a biology teacher in a large comprehensive school in Durham LEA.

She was previously head of science in a large comprehensive school in the North East of England. Her research interests include the Cognitive Acceleration through Science CASE project, which she introduced into secondary schools in one local LEA during a secondment as an advisory teacher. Douglas Newton was a physics teacher for many years and Director of Science in a large comprehensive school before moving to the University of Newcastle upon Tyne where he is Professor of Science Education.

He is also a Professorial Fellow at Durham University. He writes and researches widely on many issues in science education and teaching and learning, and is particularly interested in teaching for understanding. Newton taught in schools and worked as an advisory teacher for science in Durham LEA before moving into initial teacher training.

She lectures, researches and writes on science education and is particularly interested in questioning in science the focus of her Ph. Prior to that, she was based in Bristol, and taught biology in 11—18 comprehensive schools, FE colleges and university as well as PGCE science.

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Her research interests include the teaching of biological investigations, curriculum development in biology and environmental education, and Sc1 and concepts of evidence. Prior to that, he taught chemistry for many years in secondary schools. The book forms part of a series of publications that sets out to guide trainees on initial teacher training programmes, both primary and secondary, through the complex package of subject requirements they will be expected to meet before they can be awarded Qualified Teacher Status.

Why is there a need for such a series? Teaching has always been a demanding profession, requiring of its members enthusiasm, dedication and commitment.

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In addition, it is common sense that teachers need to know not only what they teach but also how to teach it most effectively. Current trends in education highlight the raising of standards particularly in the areas of literacy and numeracy , the use of new technologies across the curriculum and the development of key skills for lifelong learning. The list seems endless. Such demands increase the pressure on teachers generally and trainee teachers in particular. Trainees have to become Jacks and Jills of all trades—developing the competence and confidence to plan, manage, monitor and assess all areas of the National Curriculum plus religious education.

The increasing complexity of the primary curriculum and ever more demanding societal expectations make it very difficult for trainees and their mentors be they tutors in the training institutions or teachers in schools to cover everything that is necessary in what feels like a very short space of time. They will probably bring with them knowledge and expertise in their specialist subject, taken to degree level at least.

However, content studied to degree level in universities is unlikely to match closely the needs of the National Curriculum.

Assessment for the Next Generation Science Standards

A degree in medieval English, applied mathematics or biochemistry will not be sufficient in itself to enable a secondary trainee to walk into a classroom of or year-olds and teach English, mathematics or science. Each subject at school level is likely to be broader. For example, science must include physics, chemistry, biology, astronomy, and aspects of geology.

Furthermore, secondary school teachers are often expected to be able to offer more than one subject and also to use ICT across the curriculum as well as ICT being a subject in its own right. The very nature of the subject areas covered and the teaching phases focused upon mean that each book will, of necessity, be presented in different ways. The former is not presented in the form of a textbook.

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There are plenty of good-quality GCSE and A level textbooks on the market for those who feel the need to acquire that level of knowledge. Rather, the key subject knowledge is related to identifying what is needed for the trainee to take the National Curriculum for the subject and translate it into a meaningful package for teaching and learning. In most of the books in the series, the latter is structured in such a way as to identify the generic skills of planning, organising, managing, monitoring and assessing teaching and learning. The purpose of the series is to give practical guidance and support to trainee teachers, in particular focusing on what to do and how to do it.

Throughout each book there are suggested tasks and activities that can be completed in the training institution, in school or independently at home. Professor Lynn D. It is also the most rewarding. You will no doubt have heard many stories about teaching as a profession. Some will have been positive, encouraging, even stimulating. Others will have been somewhat negative. But you are still here, on the doorstep of a rewarding and worthwhile career.

Without doubt teaching is a demanding and challenging profession. No two days are the same. Your students are never the same. The curriculum seldom stays the same for very long. But these are all part of the challenge ahead of you. Teaching as a career requires dedication, commitment, imagination and no small amount of energy.

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Yet, despite this, when things go well, when you feel your efforts to help these students learn have been successful, you will feel wonderful. Welcome to teaching! In particular, the past decade or so has been a time great change for all involved in the compulsory phases of education. The Act brought about a number of far-reaching developments, the most significant of which was the creation of a National Curriculum and its related requirements for monitoring and assessment.

The curriculum thought to be appropriate for students of school age inevitably changes over time in response to social and political pressures, as different skills, competencies and areas of knowledge are valued. Different approaches to curriculum planning and delivery have proved influential at different times.

In England and Wales, the Education Reform Act provided for schools a formal curriculum policy and identified what was deemed essential for all students between the ages of 5 and What the ERA Meeting the standards in secondary science 2 did, from on, was to prescribe the what, the content in the form of a progressive curriculum. It did not specify how schools were to interpret and implement this curriculum policy, although guidance was given. Initially, this was in the form of various National Curriculum Council documents see e. NCC, Later, various nonstatutory Schemes of Work were provided see e.

QCA, Most recently, the various National Strategy Documents have been introduced see e.

A series of reports have been published over the past two decades that have impacted on the teaching of science in secondary schools, largely arising from ongoing concerns about the quality and provision of science at this level. Although produced long before the first version of the National Curriculum Order for Science DES, , it was prophetic in its vision. It paved the way for science to be a compulsory subject from 5 to 16 years of age, and identified the nature of the science curriculum necessary to meet the needs of modern society.

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It also identified ten criteria for good practice in science education which all teachers should meet, as relevant today as they were when they were first stated nearly twenty years ago. The Order also defines the skills and processes to be developed and practised in Scientific Enquiry [Sc1]. Each should be given a fair and reasonable representation in the science curriculum offered. First, it can refer to the course or programme of study for science, whether planned for a group, such as a single class, or for a whole year group or Key Stage.

This kind of progression generally relates to the long-term planning goals. The second use of the term describes progression in experiences planned for individuals in order to support them in achieving their potential in science. This type of progression is more closely related to the short-term, specific learning or behavioural objectives or targets planned at the lesson level.

The two are obviously related, although not interchangeable. Schemes of work or programmes of study in science, planned for the whole year group Welcome to your teaching career 3 or Key Stage, should support increasing levels of skill, knowledge and understanding in science by individual students.