SASP Course Handbook 2010-2011
SASP
Participant
Handbook
South West (Physics)
2010/2011
SASP is funded by TDA and has been developed by Science Learning Centres in partnership with Gatsby Charitable Foundation, RSC, IOP and ASE
Welcome to the National Network of Science Learning Centres 4
A Guide to Using the Participant Handbook 5
Useful Contacts 6
Section 1: Course Information 7
Aims 7
Course Outcomes 7
Course Outline 7
Time Commitment 9
Course dates 9
TDA Additional Specialism Incentive Payments 9
Assessment 10
Learning Journals 10
Assessment of Modules 10
Assessment Deadlines 13
Module Learning Outcomes 14
Physics 14
Module Specifications 15
Section 2: Supervising and Supporting Participants’ Progress 19
Tutor Supervision 19
Course tutor absence 19
Supporting the Needs of Participants 19
Participant Responsibility 19
Participant Representation 19
Absence 20
Participant Illness 20
Leave of Absence 20
Dealing with Withdrawals 20
Section 3: General Assessment Guidelines 22
Award Requirements 22
Academic Requirements 22
Writing skills 22
Referencing 22
Submission of Assessments 23
Examination Numbers 23
Submission of Final Assessment 24
Penalties for Late Submission 24
Extensions 24
Marking 25
How the Work is Marked 25
Marking Criteria 25
H-Level Class Descriptors 26
Penalties for Exceeding Word Limit 27
Reassessment 27
Academic Misconduct 27
Section 4: General Information 29
Complaints and Appeals 29
Quality Assurance 29
Resources, Portal and Library Facilities 29
The Portal 30
Library Facilities 30
The Role of the External Examiner 30
Section 5: Appendices 31
Appendix 1: Programme of Study (Physics) 32
Appendix 2: Appeals Procedure for Participants 40
Appendix 3: Academic Misconduct Regulations 41
Appendix 4: Academic Misconduct Declaration 42
Appendix 5: Professional Recognition and Accreditation Board Terms of Reference 43
Appendix 6: Policy Statement on Equal Opportunities 44
Appendix 7: Policy Statement on Health and Safety 46
Appendix 8: Guidance on Ethical Issues in Educational Research 47
Appendix 9: Disability Needs Form 50
Appendix 10: Course Dates 51
Thanks to the University of York Department Of Social Policy for their help with the design of this handbook
Welcome to the National Network of Science Learning Centres
Dear Participant,
Welcome to the Science Additional Specialism Programme delivered by the national network of Science Learning Centres, represented on this occasion by Science Learning Centre South West We believe a quality education system depends on the quality of its teachers, and we are delighted that you have chosen to further your education with us.
The national network of Science Learning Centres provides inspirational and innovative professional development for science teachers, technicians, lecturers and teaching assistants across the UK.
There are nine regional Centres in England and one National Centre to serve the UK. Each of the Centres has a main base but use satellite centres and online resources which can be accessed by teachers from across the country.
The Centres support teachers in enhancing their professional skills by learning more about contemporary scientific ideas and in experimenting with effective teaching approaches and gaining experience of modern scientific techniques.
Each Centre offers courses in the latest scientific research and industry, as well as education initiatives across all key stages and post-16, to science teachers, technicians, FE lecturers and teachers tackling the ethics of science in society.
The rate of scientific progress and change, across industry and research, has created a real need for subject-specific professional development for science educators. Through partnerships with teachers, scientific organisations, industry leaders and technology developers, the National Network of Science Learning Centres offers support in teaching exciting science by drawing upon best practice highlighted by contemporary research in science and the teaching of science. I am confident that you will consider your time in the Science Learning Centre well spent; CPD courses at the Science Learning Centre are often described as ‘career defining experiences’ by our visiting teachers and lecturers.
This handbook provides a quick step-by-step guide to the Science Additional Specialism Programme, including expectations, key contacts, administrative information, course content and assessment requirements. Please take the time to familiarise yourself with this document and gain an overview of the course requirements. During your course at the Science Learning Centre you will be supported by our skilled team of professional development leaders. I encourage you to call on the expertise of our staff at any time during your course.
I hope that you enjoy your time at the Centre, and find the knowledge and skills you develop valuable for years to come.
Professor Sir John Holman
Director, National Network of Science Learning Centres
A Guide to Using the Participant Handbook
Welcome to the course for Science Additional Specialism Programme (SASP). Successful completion of this course will mean that you will gain a Graduate Certificate in Physics Education from the University of York and a professional award, given by the national network of Science Learning Centres.
This handbook provides an introduction to your course and general information which you will find useful whilst working with us. The handbook is divided into four main parts.
Firstly, this introduction gives an overview of the course.
Section one gives you more detail about the structure of the course. It provides information about the face to face element of the course at the Science Learning Centre and explains the commitment and expectations on you whilst working in your educational establishment. This section also includes the detailed information about the assessments you will have to complete in order to qualify for the Graduate Certificate in Physics Education.
Section two gives you information on how we support participants who study with the Science Learning Centre. It explains the tutors role and how they will be working with and supporting you during your time on the course, both at the Science Learning Centre and whilst you are in school.
Section three provides you with generic information on completing assessment tasks as well as providing guidance on a range of issues linked to assessment.
Section four deals with procedural matters that will be particularly important to you. This section describes the Science Learning Centre’s services, support and regulations including information about how this Honours course is overseen by the National Science Learning Centre’s Professional Recognition and Accreditation Board.
The handbook is intended to serve as your reference manual throughout your course. Please read it carefully and keep it in a safe and accessible place, as you will need to refer to it throughout your time on the course. A copy of the handbook is also available to download or view online within the SASP course area of the Science Learning Centre’s Portal at http://www.sciencelearningcentres.org.uk/.
We welcome feedback on the Handbook. Please let us know if you have any comments on additional items you think should be included.
Useful Contacts
Below are the contact details of those people responsible for running and managing the course at the Regional Centre.
Please use the following table to help you contact the right person to help you. If you are not sure who you should approach in the first instance please contact your course tutor.
What kind of help do I need? / Region / Who should I contact? / Email / TelephoneIf you have any questions regarding the content of the course. / Physics
South West / Neil Adams / / 0117 915 7193 / 07967 33 4193
If you have any enquiries about your enrolment on the course / Physics
South West / Fiona Wherlock /
General academic issues / Physics
South West / Neil Adams / / 0117 915 7193 / 07967 33 4193
If you are having difficulties accessing the course area through the web portal contact the help desk at the web link provided / Help desk / http://www.sciencelearningcentres.org.uk/
(at website help tab appears at top right after you have clicked either Login or Register)
If you have any enquiries about the content or access to the Resource Centre or would like us to obtain journal articles please use the web link provided / The Resource Centre Support Team / http://content.sciencelearningcentres.org.uk/centres/national/pages_rev/resource.htm / 01904 328300
Section 1: Course Information
Aims
In order to ensure that the best chemistry and physics teaching and learning takes place in schools, teachers need both secure, up to date subject knowledge and strong teaching skills in the subject. This enables them to teach the conceptual and practical aspects of these subjects effectively.
The aim of this professional development programme is to offer a stimulating opportunity for teachers to develop their skills, knowledge and confidence and, thereby, to increase the supply of well-trained and qualified physics and chemistry teachers who can teach up to A level.
The course will be flexible to meet the needs of each participant, taking into account their qualifications, background and experience. It will also encourage further study beyond the course. The approaches used and the content will draw upon research evidence about the way students acquire knowledge and understanding.
On completion of the course, subject to satisfactory performance in the final assessment, you will be awarded a Graduate Certificate in Physics Education by the University of York. This is the equivalent of 60 credits at H-level. You will also be given a professional award by the national network of Science Learning Centres.
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Course Outcomes
By the end of the course you will have:
· the knowledge to teach physics to A level standard, including the underlying mathematical concepts and an understanding of how to integrate How Science Works;
· the skills to engage pupils in the subject and to lead practical sessions and use appropriate technology and equipment in a safe environment;
· the confidence to challenge and engage pupils, to reflect on their own learning and teaching and to apply it in the classroom;
· an understanding of the inter-relationship between professional practice, research evidence and theoretical perspectives.
Course Outline
In order to achieve the learning outcomes, teaching will involve a combination of workshops, seminars and tutor supported tasks, organised as 40 days of study over 4 terms – 30 of these days will be face to face at the Science Learning Centre, and 10 of these days are independent self-study days. This will give existing science teachers without a physics specialism the depth of subject knowledge and pedagogy you need to teach this subject effectively.
The course is designed to meet the requirements of 60 H-level credits (Graduate Certificate). You are able to participate and complete the course without passing the assessment tasks, however, it is expected that participants will complete all the course work irrespective of whether they wish to be considered for the accreditation. Completing all of the course work is required for participants to attain a certificate of attendance awarded by the National Science Learning Centre. To be eligible for the bursary provided by the TDA, it is a criterion that you pass the course and achieve the Graduate Certificate award.
On commencing the course you will complete a diagnostic tool. The purpose of this tool is for you and your tutor to identify the areas where you have secure subject knowledge, and which subject areas need development. This will help the tutor deliver the course in a way that best meets your needs. The initial diagnostic tool will provide a benchmark. A further diagnostic tool will be completed at the end of the course in order to provide a measure of the learning that has taken place. Completion of the two diagnostic tools is a requirement of the course but is not part of the course assessment.
Within the group, there will be participants that have areas of strength working alongside those that have little knowledge or experience of particular aspects. In these areas, the tutor will organise the taught session in such a way that the participants who are strong in a topic may work with those that are not to share their knowledge and experience, or, participants will be grouped with those of similar ability and set tasks suitable to their level of knowledge and experience.
The face to face sessions will be used primarily to discuss ideas, to answer questions, to clarify points of confusion, and to experience and practise doing physics while a tutor is present to give feedback.
You will also be required to carry out school-based work as part of your self-study (e.g. action research and analysis of data), and to complete short weekly assignments. It is a requirement that you will keep a reflective diary which will be used as part of your submission for accreditation.
To tailor to the needs of the group (identified by the completion of the needs analysis tool and through observation and discussion during the induction period), and to reflect the particular strengths of the teaching teams, it was recognised that to deliver the themes within the module we needed to adopt a flexible approach. The two routes available are:
1. to teach each topic across all the themes before moving on to the next topic
2. to teach all topics within a theme before moving on to the next theme
Whichever route is chosen each tutor has been provided with a comprehensive scheme of work and the tutors that have been recruited to deliver the SASP programme are either Science Learning Centre staff, or tutors that are known to the Science Learning Centre having taught for us before and as such their work is known to be at the exceptionally high standard that we expect from all our deliverers.
Experienced science educators recognise that there is no best way to address the complexity of depth of topic versus coverage at an age range. Thus the two routes are both viable in terms of your engagement with the material.
Time Commitment
Completing this course will involve at least 600 learning hours. There are 40 days of tutor-led study scheduled amounting to approximately 320 hours. This includes 10 independent study days during which you will complete set work. The specific dates for these days can be found on page 9.