The most important quality that all student teachers on our course possess is a passion for science and sharing their passion with young people. Many graduates who consider teaching science hold a degree with second class honours or higher in a pure or applied science, or in a related STEM subject; they may also have experience working in a STEM career; this might be include for example, engineering, pharmaceuticals or medical work. People who make good science teachers often have a wider range of skills such as programming or fieldwork.

If you have had a break from studying your specialist subject, have developed your subject knowledge within the workplace, or hold an A Level in one or more sciences but have an unrelated degree, then you may require a Subject Knowledge Enhancement (SKE) course prior to starting the training programme. SKE courses require 25 hours per week of study, although part time options are also available. Several providers offer 100% online courses so that you can complete the course around other commitments. The amount of SKE required will be determined at interview, and it is important to apply as early as possible in the application cycle if you are hoping to enrol on an SKE course in the event that you are offered, and accept, a place on the course. Find out more about SKE courses on the Department for Education’s Get into Teaching website.

Experience working with young people is always particularly beneficial, particularly experience in a UK comprehensive school observing and participating in a range of lessons, including your own subject. Being able to reflect upon recent classroom observations often strengthens interview discussions. If you have been out of the classroom for a few years, having one or two days’ of school observation prior to interviews might help boost your confidence.

The programmes are designed to cover the content specified in the curriculum for science at Key Stage 3, and your chosen science specialism from Biology, Chemistry or Physics, at Key Stage 4 and if appropriate at post-16.

The course will explore:

• The role of practical work in science
• The development of students’ grasp of key concepts such as energy and particles
• The role of assessment to inform the planning of teaching
• The balance of concepts and processes in high quality lessons
• Theories of learning about science
• Planning lessons to promote progress by all students
• Questioning and different orders of thinking
• Developing strategies to engage and enthuse

The course will explore the following issues from a subject-specific perspective:

• Lesson planning and sequences of lessons
• Meeting the needs of all pupils in the classroom
• Teaching and learning strategies and resources
• Techniques to support monitoring, assessing, recording and reporting pupil progress
• Promoting good behaviour and a positive climate for learning