Module CHEM3081: Chemistry into Schools

Department: Chemistry

CHEM3081: Chemistry into Schools

Prerequisites

• At least 40 credits from Level 2 modules in Chemistry; a DBS check; successful completion of interview (by some of the following: module co-ordinator(s); member of the module delivery team, member of the Science Engagement Team).

Corequisites

• None

Excluded Combination of Modules

• All other Science into Schools modules: Biology into Schools (BIOL3431), Computer Science into Schools (COMP3421), L4 Engineering into Schools (ENGI4321), Earth Sciences into Schools GEOL3251 (GEOL3251), Mathematics into Schools (MATH3481) and Physics into Schools (PHYS3611). All Public Engagement in Science modules: BIOL3661, CHEM3431, COMP3621, ENGI4581, GEOL3311, PHYS3731.

Aims

• To develop a range of key transferable skills and to offer an early taste of teaching Chemistry to those interested in pursuing it as a career or for other career pathways where communication of science is required.
• To help students gain confidence in communicating Chemistry, develop strong organisational and interpersonal skills, and understand how to address the needs of individual learners.
• To learn to devise and develop Chemistry projects and teaching methods appropriate to engage the relevant age group they are working with.
• To help inspire a new generation of Chemists as prospective undergraduates by providing role models for school pupils.
• To help teachers convey the excitement of their subject to pupils by showing them the long-term applications of school studies, especially the cross disciplinary relationships of Chemistry.
• To help teachers by providing an assistant who can work with and support pupils at any point on the ability spectrum.

Content

• Students will have the opportunity to develop a range of key transferable skills.
• Students will undertake a placement in a local school for 40 hours (typically 4 hours per week for 10 weeks).
• Students will devise and develop Chemistry projects and teaching methods appropriate to engage the relevant age group they are working with.
• Students will help inspire a new generation of Chemists by providing role models for school pupils.
• Students will help teachers convey the excitement of their subject to pupils by showing them the long-term applications of school studies, especially the cross disciplinary relationships of Chemistry.
• Tutorial sessions will combine presentations, activities and discussion, and will provide an opportunity for students to share their experiences and develop key transferable skills.
• Term 1 will include the preparation and delivery of a pilot project (usually a primary school visit day) as part of a team.
• The placement in Term 2 will see students acting as a classroom assistant in school, observing how the teacher manages the class, observing the level being taught and the structure of the lesson, and offering practical support to the teacher.
• During the placement, there will be the opportunity to deliver some teaching activities to pupils.
• Students will typically be offered, in collaboration with their supervising teachers, at least one opportunity to undertake whole class teaching, albeit that it may be only for a small part of the lesson.
• Students will represent and promote their academic discipline to pupils across the social and academic range represented at their partner schools.
• The student will devise a Chemistry Project on the basis of discussion with the teacher and module co-ordinator and their own assessment of what will interest the particular pupils they are working with. The student will implement the Project and evaluate it. The student will be required to show that they can analyse a specific teaching problem and devise and prepare appropriately targeted teaching materials, practical demonstrations and teaching and learning activities.
• Students may be supervised by the teacher in helping to run an out-of-timetable activity, such as a lunchtime club or special coaching periods for higher ability pupils. The student will have to demonstrate an ability to think laterally in order to formulate interesting ways to illustrate more complex scientific concepts.
• Students will be trained in reflective writing, and will keep a reflective journal of their own progress throughout the module.

Learning Outcomes

• On successful completion of this module students will:
• be able to assess and devise appropriate ways to communicate a Chemistry principle or concept to different audiences.
• have gained a broad understanding of many of the key aspects of teaching and learning in schools.
• have advanced their own pedagogic understanding of Chemistry.
• have an advanced understanding of the problems of public perception of science.

• On successful completion of this module students will:
• Know the responsibilities and appropriate conduct for a teacher.
• Know how to give (and take) feedback on Chemistry issues.
• be able to undertake public speaking on Chemistry generally.
• know how to prepare lesson activities and teaching/training materials for Chemistry activities for school pupils.

• On successful completion of this module students will:
• be able to communicate effectively, both one to one and with small groups.
• be able to understand the needs of individuals.
• be able to use interpersonal skills when dealing with colleagues.
• be able to improvise when necessary.
• be able to organise, prioritise and negotiate.
• know how to work with others in teams.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• This module includes tutorials and a school placement.
• The tutorials provide the means to give a concise, focused presentation on generic aspects of key transferable skills (e.g., teaching and learning skills and presentation skills). The tutorial material will be explicitly linked to scenarios that are likely to arise in the school placement. When appropriate, the tutorials will also be supported by the distribution of written material, or by information and relevant links on Blackboard Learn Ultra.
• The tutorials will provide opportunity for students to share their experiences and to discuss specific issues in Chemistry education and the public perception of science, giving them the chance to develop their theoretical understanding and communication skills.
• The preparation and delivery of the pilot project provides an initial experience of teamworking, negotiation, and designing and delivering activities for school pupils.
• The school placement allows the student to develop a range of interpersonal skills and the professional competencies expected of an effective teacher (or a facilitator to others), thus ensuring that the learning outcomes are met.
• Students will be able to obtain further help in their studies by approaching the module co-ordinator(s) or a member of the module delivery team, including the Science Engagement Team, either after lectures or tutorials or at other mutually convenient times.
• Student performance will be summatively assessed through an Executive Summary of the Reflective Journal, a Project Report, a Presentation and a Teacher's Assessment.
• The Executive Summary of the Reflective Journal and the Project Report will provide the means for students to reflect on their own personal development, on their experience of school and the organisation of teaching and on pupils' science learning, and to demonstrate written communication skills.
• The Presentation will enable students to give a practical demonstration of teaching competencies including oral communication skills.
• The Teacher's Assessment is an independent corroboration of progress, including the student's approach, attitude, appreciation of key educational skills and performance in the Project.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Tutorial discussion of students' experiences; activity evaluations; informal discussions of student progress with teachers or with the module coordinator(s) or a member of the module delivery team, including the Science Engagement Team when necessary, including interim feedback on design of Project. Formative Project Report and Formative Executive Summary of the Reflective Journal (both peer assessed).

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University