The School Direct 11-16 course is aimed at developing the professional skills, knowledge and understanding necessary to become an outstanding reflective practitioner equipped with the subject specific skills, knowledge and understanding to teach science (chemistry) for the 11-16 curriculum. Embedded in a school from the beginning of the course, you will receive central training at the SCITT one day a week, enabling you to make immediate links between taught sessions and school experience. These are delivered by outstanding current practitioners with the support of experienced and specially trained school mentors. The course is active and demanding, including simulations of classroom activities, group sessions and exploring the latest research in pedagogy.
The course is supported by the expertise of Roehampton University who provide teaching and academic support for a PGCE (M), library access and taught sessions by subject tutors. Written assignments give you the opportunity to explore the most recent developments in science teaching and learning and to research an aspect of your practice in school.
The science (chemistry) programme is designed to enable you to teach, as a minimum, all the science specified in the National Curriculum at Key Stage 3, and your chosen science specialism, chemistry, at Key Stage 4 and, if appropriate, at post-16. Students join the course with a variety of science degrees and backgrounds. At the start of the course you will complete a personal subject knowledge audit and begin an action plan to build on your subject knowledge. This is an important thread running through the programme.
In addition to the primary focus of the course on teaching science (chemistry) for the 11-16 curriculum, you will have access to a post 16 curriculum, an experience at primary school and a second placement in a contrasting school. By the end of the course you will have learnt how to develop and extend your pupils’ competence in all its forms, how to organise, structure and assess work for a range of abilities and ages, how to meet the needs of individual learners and how to implement strategies promoting equal opportunities.