PGCE - Secondary - Science

This page includes specific details for the Secondary PGCE with a subject specialism in Science biology, Science: Chemistry and Science: Physics. Full details of the course are available on the wider Secondary PGCE course page.

Science Course Tutors: Phil Collins, Sue Howarth and Linda Scott

The PGCE Science courses at Worcester aim to produce high-calibre Science: Biology, Science: Chemistry and Science: Physics teachers equipped to meet the exciting challenges of teaching in the 21st century. Science is a core subject in the National Curriculum, so we prepare our PGCE students to teach across the age and ability range in secondary schools. This is achieved with the support of trained Science mentors in our partner schools. Students complete two placements and are in school for 120 days.

Successful Science teachers need a strong portfolio of personal skills and sound subject knowledge. Our students need, or will work towards, a good knowledge and understanding of all three Sciences up to GCSE level. Ideally, to teach GCSE, an understanding at AS level is desirable on the basis of being ‘one step ahead’ at least of pupils. Relevant ICT experience, such as being able to use Microsoft Office effectively, is essential.

Our PGCE Science students specialise in Biology, Chemistry or Physics but in order to meet the course requirements, by the end of the course they must also demonstrate competency in teaching all of the Sciences at Key Stage 3 (11-14 year olds) and increasingly at Key Stage 4 (14-16 year olds). The PGCE Science students share a common course in university to prepare them to teach all of the Sciences to the 11-14 age range. Sessions in university also address the specialist knowledge and skills required to teach the individual Sciences to GCSE level (e.g. we have a special day at a partner school exploring the theory and some of the practical work of Triple Science) and to post-16. These sessions are mostly held in teaching laboratories so that the theoretical work is supported by 'hands on' activities.

The course is enhanced by contributions from occasional visiting specialists. There is also strong encouragement to attend the annual Science education conference, on a Saturday in early January. Run by the Association for Science Education, ASE, this is held at a different university each year, e.g. it will be at the University of Liverpool in January 2012.

School Science lessons allow pupils to develop a knowledge and understanding of the natural world, the skills of investigation and experimentation and an appreciation of the importance of Science to individuals and society. Science lessons also help to develop personal attributes such as curiosity, motivation, teamwork and effective communication.

Many positive attitudes to Science are caught as much as they are taught and so when selecting students for the course we look for people with enthusiasm for their subject and the ability to communicate well with people of all ages. You also need to be imaginative and creative, be well organised and self motivated - and have lots of energy! A more precise set of criteria are set out below. Note that these are not necessarily rigid criteria, except for the first category. If in doubt whether your qualifications are acceptable, you are very welcome to contact Sue Howarth s.howarth@worc.ac.uk to discuss your individual circumstances.

The Institute of Physics have created a short film for people to find out about what it's like to do a Physics PGCE course (not at Worcester, but there are many similarities.)

Interview criteria
Important information
Success criteria
FAQ
Student views

Criteria for being invited to interview for Secondary Science

Applicants must have:

English and Maths GCSE at grade C or above (or equivalent)

A degree, ideally in a Science subject (the more Science in your degree that links to school Science, the better)

Recent UK secondary state school experience, not in the school that you attended as a pupil. A minimum of one, full day is acceptable before interview, but it may be a condition, after interview, that you spend more time in a school before being accepted on the course. During the school experience, applicants will be expected to have observed Science lessons with a variety of teachers, talked with Science teachers and other staff and observed as much of the school’s other routines as possible (e.g. other lessons, form time, school clubs etc). Much of the interview may revolve around applicant’s experiences of their school visits. A feedback form, verifying your attendance can be obtained from our Registry department. It is useful if a completed copy is brought to interview or sent in with your application. It is useful if a completed copy is brought to interview or sent in with your application.

A willingness to work on improving areas of Science outside their specialism, possibly attending an enhancement course if appropriate.

Some familiarity with the UK National Curriculum for Science

A strong, personal statement that shows that you have realistic expectations of a career as a Science teacher and that includes a clear rationale of why you want to teach Science

A supportive reference from a suitable qualified person (i.e. not a friend or colleague)

Applicants are usually expected to have:

An Honours degree in a subject that includes 50% or more matching school Science

Two or more Science A levels or equivalent

Double Science GCSE at grade BB or better (or equivalent)

Done some recent studying if your degree is more than a couple of years ago or if you have been out of a Science environment, so that you are not too ‘rusty’

Some emerging professional values of teaching and awareness of current issues in Science

It is also useful if applicants have some of the following:

Some relevant work experience e.g. as a teaching assistant, lab technician or other work that shows some familiarity with the school setting

Some relevant work experience in a Science setting e.g. in industry

Some work experience with skills that are transferable into teaching e.g. that involve managing people, teamwork etc

Some experience working with teenagers e.g. careers advice or within a sports or drama club etc

Significant experience of teaching or observing in secondary school/s, ideally in two contrasting schools, and for a minimum of one week in each.

Signed up as a STEM (Science, Technology, Engineering and Mathematics) Ambassador and carried out some STEM activities. Further details from: www.worc.ac.uk/stempoint

Experience of the Students Associate Scheme (SAS)

Joined a subject organisation. The most useful is the ASE (Association for Science Education) and students are encouraged to join this during the course, but membership of the Society of Biology, the Royal Society of Chemistry and the Institute of Physics is also useful, particularly if linked to the educational areas of membership

Important

If you are considering applying to the University of Worcester, for a PGCE place for Science, you will increase your chances of obtaining a place if you apply in October / November for the following September.

Early applications allow time for you to prepare for a September start in the following year. The course is intensive and you are much more likely to do well on the course if your subject knowledge, across all 3 Sciences, is sound. An early interview can be used to discuss any gaps in your subject knowledge and how best to fill these gaps e.g. by attending an enhancement course. You may only attend an enhancement course if you have the offer of a PGCE (or GTP) place as bursaries are currently attached to these.

- If you apply later on in the year, you may miss the opportunity to attend an enhancement course.

Other advantages of an early application are increased opportunities for building up your school experiences.

- If you apply later on in the year, you may miss the opportunity to have sufficient school observations (a minimum of 2 weeks is expected). Note: most schools finish ‘normal’ teaching in early summer, before the main exam period.

The Institute of Physics are offering Teacher Training Scholarships of £20,000. Visit the Institute of Physics website to find out more.

Criteria for success at interview

Passion for your subject

Sound subject knowledge in the written test which may be explored further in the interview

Good written and oral communication skills

A presentation that shows evidence of relevant preparation

Good listening and interactive skills

Ability to reflect on your school visits and to discuss what happens in school Science departments and in secondary schools generally

Ability to discuss your experiences with the appropriate age range

Some knowledge of current issues in Science education. Reading the TES or TES on-line or good newspapers will help with this.

Evidence of your ability for teamwork, organisation, flexibility and adaptability

Evidence of ability to reflect

Evidence of willingness to develop new skills and ideas

Frequently asked questions

I’m in my final year of my degree and won’t finish until June. Can I apply in June?

You can, but it would be much better to apply at the start of your final year, in October, as this will allow us to meet you and to offer advice about subject knowledge and school observations. Also, try and find out about the School Experience Programme as this will give you experience of schools and teaching in England and may help you decide if teaching is the career for you.

I have been offered redundancy and see this is a chance to get into teaching, something that I have often thought that I would like to do. I am 48 years old – am I too old?

There is no age limit for our students on the PGCE course. We have had students aged over 50 who have gone on to gain a teaching post after passing the course. Mature students often bring transferable skills with them and many ‘stories’ from real life that they can use to liven up their lessons and to make their lessons more relevant to the real world.

It would be worth considering joining the STEM Ambassador’s scheme www.worc.ac.uk/stempoint if you haven’t already done so, as a stepping stone towards teaching. Do apply for a place on our PGCE course early – October is best – so that we can advise you if you need to work on your subject knowledge – you may be an expert in your field, but rusty on your school Science knowledge!

What support do you give to your PGCE students? I’ve read that pupils are more difficult to teach these days.

You will get lots of support.

In university, you will have a Subject / Academic Tutor who will take overall care of your progress during the course. University subject sessions will include behaviour management and classroom / laboratory safety. You will also have a Professional Studies Tutor in university, and some of the Professional Studies sessions also cover behaviour management.

In school, you will have a Subject Mentor, who you will see almost daily and who will have a formal meeting with you every week. Behaviour management can be discussed as appropriate and you will be advised and supported in how to use different strategies. You will also have a Professional Mentor in school who will oversee your progress and involve you in a programme of workshops or taught sessions, some of which are likely to include addressing teaching difficult classes and pupils.

What are the start and end times of the days? I need to arrange childcare.

When you are in university, we start at 9.15 am promptly and finish at 4.15 pm. Note that there may be some days that involve earlier or later starts/finishes e.g. there is likely to be at least one day on a field trip during the course (for example a Geology field trip to Malvern). You will be given plenty of notice of days with unusual timings. Early in January, you will be strongly advised to attend the annual conference of the Association for Science Education. At least one day of this is on a Saturday, but you may choose to attend additional days. In 2012, this will be at the University of Liverpool.

When you are in school, the timings vary according to the school. It is likely that you will start around 8 am, but this must be negotiated with your Subject Mentor and you will be expected to be flexible and to fit in with the school’s timetable. Most schools finish between 3.30 – 4.30 pm, though academies tend to finish a little later.

There are likely to be staff meetings and clubs etc before the start of school, and similar at the end of school, as well as parents’ meetings, so you should be prepared to come in early or stay late as required. You should be given ample notice of these events.

Do you accept students with a degree in Sports Science / Archaeology degrees on your Science PGCE course?

A strong Science degree is most useful, particularly one that matches the Science taught in schools e.g. Chemistry, Biology, Physics, Biochemistry etc. We have had some students with degrees in Sports Science and Archaeology, however, who have been very successful on our course. Note, though, that students with applied degrees can have issues with weak Science knowledge letting them down, particularly in school placements. It is important that you apply early so that your subject knowledge can be assessed and recommendations made, if appropriate, to help you work on any gaps.

Some applicants are recommended to consider the one year Open University course, S104, Exploring Science, which covers Astronomy, Biology, Chemistry, Earth Sciences, Environmental Science and Physics and matches school Science well. It is costly, but can be done in your own time while working in a full-time job.

Other applicants may be advised to consider enhancement courses (these vary from 12,6 and 3 months to 2 weeks) and are only available to people with offers of a PGCE or GTP place.

Comments from NQT Science teachers (ex University of Worcester PGCE students)

I am getting on well this year, have even been put on a 6 month ‘NQT Leadership’ course. I think the PGCE prepared me well for this year. The subject knowledge sessions were useful and I am now teaching all three sciences confidently. I thought the PGCE was great and thoroughly enjoyed it!! (Jan 2010)

I think that the course was particularly good at preparing me with regard to resources (and sharing resources). I consistently have, and know how to access, good resources, more than the other NQTs I meet and work with. I also seem to be more aware of how I want my career as a teacher to pan out, and this is due to good advice during the PGCE. I really do love this job. I’ve spoken to my Head of Department and next year I’ll be the Science PGCE mentor!!

Studying at Worcester has been an absolute pleasure. I have learnt so much and met so many fantastic people. And to pass, and pass at Masters, it is so lovely to feel that all of the hard work has paid off. (July 2009)

Comments from Science PGCE students

I would like to formally state my thanks to the PGCE Science team, and also to the course leader, for their support during my PGCE. They were always very approachable, willing to listen and offered good impartial advice to help me make the correct decisions for my future. I am incredibly grateful for their support and encouragement and cannot speak of them highly enough. (June 2010)

Comments from PGCE and GTP students at end of the 2009-2010 course (from an on-line evaluation)

Strengths of the course include:

Well organised and guidance is always good, students are always reminded of what is coming up. There were lots of opportunities for us to get involved with activities, e.g. STEM (Science, Technology, Engineering and Mathematics – ed.)

Well structured and informative

Enthusiasm of the Tutors, range of resources covered and the structure of assessment through the year

Good resources and well motivated staff

Individual support from Tutors when requested

Support from university Tutors was the largest asset for me. I felt that I could always rely on Tutors for help and guidance at any time

The knowledge of the university Tutors

The length of the main placement gave me a real feel for working in a school and opened up opportunities for deeper work with the department

I never felt that I was 'put in at the deep end'. Support is always there if needed

I was pleased to be part of a strong cohort. The Tutors’ experiences were shared with us throughout the year and the Worcester enhancement course allowed me to gain confidence and meet people before September

Time to reflect with other student teachers on experiences

There are many strengths of the Worcester course; the biggest is the student /university Tutor /school Mentor personalised approach and the relationships built with other members of the cohort, in terms of supporting each other

My placements were brilliant and I couldn’t have wished for greater support from my Mentors

The way we are introduced to teaching gradually, the micro-teaching exercise was excellent, then paired placement and then a full long placement usually alone. It was a great introduction to teaching and excellent transition