GRADUATE SCHOOL OF EDUCATION

PGCE SCIENCE KEY STAGE 3 AND 4 SCIENCE SUBJECT KNOWLEDGE AUDIT BOOKLET 2013-2014

NAME: ………………………………………………

1 Introduction Completing the Subject Knowledge Audit tasks set out below will help you to become familiar with the structure and content of the National Curriculum for Science and to identify the aspects of subject knowledge that you will need to develop at Key Stages 3 and 4. A similar audit for subject knowledge in your specialist subject at post-16 level will be sent to you in June. When you have completed the KS3 and KS4 audits identify a topic where you are confident that your subject knowledge is secure and write an account of how you would explain this topic to a pupil (around 300 words).Then identify a topic where your knowledge is less secure and think about how you would explain this topic to a pupil and write an account of the gaps in your subject knowledge that this activity reveals to you (around 300 words). Having done this please begin to address those aspects of science that you are not familiar with before beginning the course. Do not try to cover too many topics – we would like you to develop depth of understanding in a few areas rather than breadth of understanding across many areas. Create a ‘subject knowledge development record’ using a strategy that you feel comfortable with e.g. summary notes, revision lists, concept maps, completing tasks set in the texts, answering revision questions. This will form an important part of your Individual Development Portfolio (IDP) that you will build up over the course of the PGCE and will inform discussions about the issues it raises with respect to covering all your subject knowledge needs. Use GCSE science textbooks or other appropriate sources of information (e.g. science education websites such as the Association for Science Education site - http://www.ase.org.uk/home/ - or the BBC ‘Bitesize’ resources) to help you develop your understanding. Once you have completed the self audit tasks construct a plan to begin the process of addressing your subject knowledge needs. The following proforma is suggested:

Subject Knowledge and Understanding Development Record

Area/Topic Learning Learning Strategy Target Date for development Resources date achieved

Chosen according to e.g. Chapter/section in e.g. Make summary be need textbook(s) notes and a concept realistic!! map

‘A’ level questions Complete all questions

2 The National Curriculum for Science at Key Stages 3 and 4 You will need to become familiar with the structure and content of the National Curriculum for Science. Please carry out the following three tasks which are designed to help you understand how the curriculum is organized and to identify aspects of subject knowledge that you will need to develop. In order to carry out these tasks you will need to refer to the statutory programme of study for science at Key Stages 3 and 4, and the attainment target level descriptions which can be accessed at: http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198831/science Task 1: Familiarising yourself with the Attainment Targets (ATs) and assessing your own level of understanding using the level descriptors for each AT. Read the level descriptors and assess the level at which you are confident of your own understanding. Tick these levels off in the table below and write a brief explanation and justification for your decision. AT1. How science works 4 5 6 7 8 EP Explanation and justification of self-assessment

AT2. Organisms, their behaviour and the environment 4 5 6 7 8 EP Explanation and justification of self-assessment

AT3. Materials, their properties and the Earth 4 5 6 7 8 EP Explanation and justification of self-assessment

AT4. Energy, forces and space 4 5 6 7 8 EP Explanation and justification of self-assessment

3 Task 2: National Curriculum subject knowledge audit at key stage 3

When completing this section please refer to statements in the ‘Range and content’ section of the National Curriculum for Science at Key Stage 3. This outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. Please tick the box which you think is the best indication of your level of knowledge using the following codes:

Level 0 = no knowledge - Level 3 = very secure knowledge

3.1 Energy, electricity and forces

The study of science should include: 0 1 2 3 a energy can be transferred usefully, stored, or dissipated, but cannot be created or destroyed b forces are interactions between objects and can affect their shape and motion c electric current in circuits can produce a variety of effects

3.2 Chemical and material behaviour

The study of science should include: 0 1 2 3 a the particle model provides explanations for the different physical properties and behaviour of matter b elements consist of atoms that combine together in chemical reactions to form compounds c elements and compounds show characteristic chemical properties and patterns in their behaviour

3.3 Organisms, behaviour and health

The study of science should include: 0 1 2 3 a life processes are supported by the organisation of cells into tissues, organs and body systems b the human reproductive cycle includes adolescence, fertilisation and foetal development c conception, growth, development, behaviour and health can be affected by diet, drugs and disease d all living things show variation, can be classified and are interdependent, interacting with each other and their environment e behaviour is influenced by internal and external factors and can be investigated and measured

3.4 The environment, Earth and universe

The study of science should include: 0 1 2 3 a geological activity is caused by chemical and physical processes b astronomy and space science provide insight into the nature and observed motions of the sun, moon, stars, planets and other celestial bodies c human activity and natural processes can lead to changes in the environment

4 Task 3: National Curriculum subject knowledge audit at key stage 4

When completing this section please refer to statements in the ‘Range and content’ section of the National Curriculum for Science at Key Stage 4. This outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. Please tick the box which you think is the best indication of your level of knowledge using the following codes:

Level 0 = no knowledge - Level 3 = very secure knowledge

2.1 Organisms and Health

In their study of science, the following should be covered: 0 1 2 3 a organisms are interdependent and adapted to their environments b variation within species can lead to evolutionary changes and similarities and differences between species can be measured and classified c the ways in which organisms function are related to the genes in their cells d chemical and electrical signals enable body systems to respond to internal and external changes, in order to maintain the body in an optimal state e human health is affected by a range of environmental and inherited factors, by the use and misuse of drugs and by medical treatments

2.2 Chemical and material behaviour

In their study of science, the following should be covered: 0 1 2 3 a chemical change takes place by the rearrangement of atoms in substances b there are patterns in the chemical reactions between substances c new materials are made from natural resources by chemical reactions d the properties of a material determine its uses

2.3 Energy, electricity and radiations

In their study of science, the following should be covered: 0 1 2 3 a energy transfers can be measured and their efficiency calculated, which is important in considering the economic costs and environmental effects of energy use b electrical power is readily transferred and controlled, and can be used in a range of different situations c radiations, including ionising radiations, can transfer energy d radiations in the form of waves can be used for communication

2.4 The environment, Earth and Universe

In their study of science, the following should be covered: 0 1 2 3 a the effects of human activity on the environment can be assessed using living and non-living indicators b the surface and the atmosphere of the Earth have changed since the Earth’s origin and are changing at present c the solar system is part of the universe, which has changed since its origin and continues to show long-term changes

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