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Course Overview

(Curriculum intent for Science)
The Science ITT programme seeks to develop secondary teachers allowing them to have strong subject knowledge and a deep understanding of the world through Biology, Chemistry and Physics, thereby allowing the teacher to confidently deliver a broad and balanced curriculum, promoting a love of learning and intellectual curiosity and increasing student knowledge and understanding of key scientific concepts.
Our curriculum provides teachers to learn evidence-based research to positively impact pedagogy to teach Science, provide up-to-date safety guideline, develop students critical thinking. We aim to practise a range of key required practicals allowing teachers to be able to deliver the ‘working scientifically’ sections of the curriculum.
The curriculum aims to provide teachers with the tools to motivate students, create a positive learning environment, identify scientific misconceptions, while incorporating key scientific literacy and mathematical concepts within Science.
As a result, it is intended that Science trainee teachers will be able to:
  • Develop their subject knowledge to a depth and breadth that enables them to teach their subject at KS3-KS4 with confidence and competence
  • Understand the pedagogy of their subject and be both deliberate and judicious in their choice of methods and approaches
  • Be able of the curriculum requirements for the age range they teach and have awareness of how content is chosen to be broad, balanced and deliberately sequenced
  • Understand how learning happens in their subject and be able to use a range of approaches to ensure that knowledge is more likely to be retained
  • Learn about the statutory assessment arrangements for Science and be able to guide and prepare students for both internal and external assessment
  • Anticipate and address common misconceptions within planning and lesson delivery
  • Develop students’ hinterland knowledge and intellectual curiosity
  • Use a wide range of subject terminology and be aware of strategies to help students use these terms for themselves
  • Provide learners with actionable, motivational and manageable subject specific feedback in order for them to make progress in their learning
  • Create classroom climates that are inclusive for all learners regardless of ability or background through an awareness of potential barriers to learning and how to overcome these
  • Learn how to activate hard thinking in their subject as a result of a deliberate approach to structuring, explaining, questioning, interacting and embedding knowledge

Entry Requirements

A degree in a Science, at class 2:2 or above
Maths and English GCSE at grade 4/C or above
Involvement with young people in some capacity
An awareness of issues in Science Education

Reading List

Below are the essential texts you should read:
  • Teaching Walkthrus
  • How to teach Secondary Science Catrin Green
  • The Running The Room Companion, Issues in classroom management and strategies to deal with them, Tom Bennett
The following texts as not essential reading but would be worth becoming familiar with:
  • Teaching Secondary Science, a Complete Guide, Adam Boxer
  • Retrieval Practice, Kate Jones
  • GCSE AQA Combined Sciences Revision Guide
  • Chemical Misconceptions - prevention, Diagnosis and Cure, Classroom Resources, Volume II (Taber, Keith)
  • Classroom Resources; Essential Skills for GCSE Combined Science

Course Funding

For 2024-2025, if you are eligible, you will receive a bursary of:
  • £25,000 to train in Biology
  • £28,000 to train in Chemistry
  • £28,000 to train in Physics
To find out more about financing your teacher training, click here

Course Codes


QTS with PGCE, full time or part time, 2B2R

QTS full time - B201


QTS with PGCE, full time or part time, 2B2S

QTS full time - V203


QTS with PGCE, full time or part time, 2B2Y

QTS full time - C118

Lead Subject Tutor

Zainab Nawaz

Zainab graduated with a first-class degree in Biological Sciences from Essex University in 2013 before completing her PGCE in Science.

After her training year she worked at Moulsham High School, where she also studied as a student! Zainab has been responsible for many roles through out her time at the school. She has been a lead for the ‘Outstanding teacher program’ and has led a whole-school role as ‘Teaching and Learning’ Ambassador for the school.

Zainab is extremely enthusiastic about Science and has mentored many trainees. She is looking forward to using her experience and passion of teaching and Learning to continue supporting trainees in their training year.

Zainab Nawaz

Zainab Nawaz