Physics/Astrophysics with Science Education ( with recommendation for Qualified Teacher Status)

1. Physics/Astrophysics with Science Education(with recommendation for Qualified Teacher Status) Lynn Chapman l.s.chapman@herts.ac.uk School of Education Steve Kane s.j.kane@herts.ac.uk School of Physics, Astronomy and Maths

3. Motivation • Recruitment to physics initial teacher training (ITT) remains challenging. • A recent National Audit Office (NAO) report suggests that almost a third of secondary age pupils are taught physics by a non-specialist. • In an effort to address this chronic shortage the DfE are supporting programmes which enable students to incorporate the award of qualified teacher status (QTS) part way through their undergraduate degree course. • ‘Opt-in’ degree courses have the potential to attract a new market to teacher training – committed physicists who have identified an interest in teaching through taster modules. • 43% of finalists now making job applications to graduate employers almost a year before graduation. The development of this programme seeks to provide an ITT route at the point of decision about a future career.

4. School of Education School of Physics Astronomy & Mathematics School of Education ‘Outstanding’ provider of ITT for many years (Ofsted EBITT 2008/9, mainstream 2010/11, 2013/14) and runs effective assessment and selection processes for all of its teacher training programmes (highlighted in the 2010/11 Ofsted inspection as a strength), including (BEd) Primary Education, Primary & Secondary PGCE provisions and School Direct routes. Trainee attainment is high across all programmes. PAM The ‘opt-in’ Physics with QTS and Astrophysics with QTS degree will sit within the BSc (Hons) Physics and Astrophysics programme offered by the School of Physics, Astronomy and Mathematics and will be set up as an extension of the existing IOP accredited degrees, with an opt-in point at the end of the second year.

5. Advantage athreeyear “enhanced” degree Taught by School of Education BSc (Hons) Physics with Science Education (with recommendation for Qualified Teacher Status) used by The National College of Teaching and Leadership (NCTL) to award QTS. allows the holder to teach in the maintained sector in England

6. Accreditation • Accredited Programme • Awarded to programmes with • Core of Physics content and generic skills. • Guidance from IOP on programme development • Plan was viewed as compatible with current IOP regulations • Formal accreditation to applied for after Validation. Qualified Teacher Status (QTS) QTSis recommended as a result of: Successful completion of school-based teaching placements; Presentation of evidence to demonstrate that the Teachers’ Standards (2012) have been met in full A requirement of the newly developed ‘opt-in’ courses receiving seed-funding will be accreditation by the Institute of Physics, thereby attracting high quality physicists to teaching and supporting the Department of Education’s commitment to improving the quality of the education workforce.

7. Programme Structure – balance between physics and teaching modules

8. Compliance: ITT criteria and Skills Tests

9. School Based Training -120 days

10. Assessing Learning Outcomes - Assignments Subject Knowledge for Physics Teaching: 30 credits Part A: A critical evaluation of the value of practical work in learning science (2000 words) Part B: Choose a topic in the physics curriculum (Y7-Y11) and plan how you will ensure that all learners’ needs are included so that all will make progress and achieve. (1500 word supporting paper and 15 minute presentation) Physics Teaching Enquiry: 15 credits An enquiry into how to teach a named physics topic to pupils (3500) Focus on identifying misconceptions and challenges of teaching a names topic, and how to address those misconceptions through teaching

11. Compliance: Student Experience QAA Quality Code • Higher education providers have in place, monitor and evaluate arrangements and resources which enable students to develop their academic, personal and professional potential. (QAA B4) • Compliance is the bottom-line but we also need to look at enhancementso: • Working with schools to support Level 5 placements (as PGCE are level 6) • Internal and external moderation of placement - VTs, subject specialist, EE • School choice for this bespoke course – collaboration well established with our partner schools

12. PAM and SoE Partnership – a solutions-focused approach

13. Recruitment plans, current and future • Open days – already getting positive feedback • UH website • Acceptance criteria made clear on all promotional materials skills tests, DBS, GCSE C grade English and maths, and score of over 50 in first year exams • Focused observations offered at L4 part of decision making process to determine if teaching is for them. • Central marketing department – use social media as well as traditional methods Post registration: SoEprogramme tutor talks to students during early stages of semester A at L4 Students choose QTS option Semester B Level 4 Students complete optional focused observation semester C Level 4 Students complete compulsory Professional Skills module semester A at L 5 Students then interviewed by SoE, PAM and partner schools Bespoke support package for students to ensure they successfully complete the award to gain QTS

14. And finally … • Benefits for Students • QTS + accredited degree in only 3 years • Enhanced employability • Bursary during level 6 studies • Benefits for the SoE & PAM • Knowledge exchange between the Schools • Framework set for new disciplines • As alumni the graduates will be influential when recommending career choices and Higher Education destinations for their pupils