Subject Knowledge Development Journal
for initial teacher training in
Science
at Liverpool John Moores University
Name
Year of Study
2020 - 2021
Subject Tutor
Liaison Tutor
Definitions[footnoteRef:1] [1: From
https://en.oxforddictionaries.com ]
S
ubject
“A branch of knowledge studied or taught in a school, college,
or university.”
K
nowledge
“Facts, information, and skills acquired through experience or
education; the theoretical or practical understanding of a
subject.”
“The sum of what is known.”
“True, justified belief; certain understanding, as opposed to
opinion.”
“Awareness or familiarity gained by experience of a fact or
situation.”
D
evelopment
“The process of developing or being developed[footnoteRef:2].”
[2: Develop (def.) “Grow or cause to grow and become more mature,
advanced, or elaborate.”]
“A specified state of growth or advancement.”
“An event constituting a new stage in a changing situation.”
Table of Contents
Section 1 Principles for SKD
Section 2 Guidelines for SKD Journaling
Section 3 Subject Fundamentals
Section 4 Curricular Frameworks
Section 5 SKD Activities
Section 6 References and Bibliography
Version 1.3Secondary ITE ProgrammesLiverpool John Moores
University
Page 2 of 31
Section one
Principles for Subject Knowledge Development
Teachers must… “Demonstrate good subject and curriculum
knowledge… have a secure knowledge of the relevant subject(s) and
curriculum areas, foster and maintain pupils’ interest in the
subject, and address misunderstandings.” (DFE, 2011)
Teachers’ Standards, and in particular S3, require that student
teachers demonstrate a high level of subject knowledge and
pedagogy. Subject knowledge is an essential component of effective
teaching, alongside effective pedagogical / didactic skills, and
contextual knowledge of learners, schools and policy.
Subject knowledge is complex and student teachers develop it in
five key ways:
· Student teachers’ prior knowledge (degree and industrial
experience);
· Pre-course subject knowledge enhancement, including
self-directed activity and SKE courses in shortage subjects set as
a condition of entry;
· In-course subject knowledge development/enhancement and
‘auditing’ in university;
· School-based mentoring and teaching practice, whilst on
placement, alongside a subject specialist teacher;
· Student teachers’ personal responsibility to undertake
self-directed object knowledge development to expand and deepen
knowledge and skill (outside of university and placement).
Professional Teacher Knowledge
Banks, Leach and Moon (2005) introduced graphic model (
Figure 1) to support the development of reflection in Initial
Teacher Education (ITE). Describing teacher professional knowledge
as: subject knowledge, pertaining to disciplinary content
knowledge, school knowledge, pertaining to localised policy and
practice (including curriculum, behaviour, etc.), and institutional
culture (i.e. what it means to be a teacher in a specific context).
Furthermore pedagogical knowledge, pertaining to methods for
learning, teaching, and assessment. These are not separate areas,
or spheres, of teacher knowledge, but interrelated aspects of
teacher knowledge that converge to develop a ‘personal subject
construct’ (PSC); which could be defined as the individual
teacher’s vision for teaching and learning their subject, as
influenced by their knowledge of their subject, the school context
and pedagogical approaches.
Figure 1
Section two
Guidelines for Subject Knowledge Development Journaling
SKD Journaling is an ongoing process, and disposition of
reflection and self-evaluation, focusing on and prioritising your
subject knowledge developed during your initial teacher education
and beyond. Curricula change periodically and knowledge within
subjects can evolve over time, with emphasis and priorities being
influenced by policy, society and technology.
Student teachers and mentors should regularly review subject
knowledge development and identify priority areas for development
of subject knowledge for teaching. The subject ‘fundamentals’, in
section three, provide a broad framework for discussion around
subject knowledge, and aim to provide flexible and inclusive
categories that cover much of the knowledge that you will need to
teach your subject.
Subject knowledge should be discussed with your
subject-specialist, school-based ITT Mentor, in weekly meetings, as
part of the wider dialogue around your training and development.
Appropriate areas for development will include:
· Gaps in your subject knowledge for content that is new to
you;
· Content that you have not studied for some time and need to
refresh your knowledge;
· Content that you are going to be teaching in the next Phase of
your training;
· Areas of strength, where you need to break down your
high-level/expert knowledge into component parts to introduce it to
learners for the first time;
· Challenging your preconceptions and assumptions about what
pupils know/understand and motivations within your subject;
· Identifying and exploring misconceptions and complex
concepts/principles;
Subject knowledge
High-level subject knowledge: deep knowledge in a narrower range
of content. Can lead to assumptions about learners’ knowledge and
engagement, and need to be broken down into ‘component’ parts
(concepts, principles, etc.).
Low-level subject knowledge: broad range of content knowledge
across the range of the subject.
Figure 2 Pyramid model of subject knowledge
During your training, reflect on your developing subject
knowledge for teaching and make notes of where you have done so,
setting targets for linked to short, medium and long term planning
for the lessons that are timetabled to teaching. When you are
making notes in relation to the subject ‘fundamentals’ (section
three), it is helpful to include:
· The date of the entry (and subsequent updates);
· The specific aspect(s) of content knowledge that you focused
on within the ‘fundamental’;
· The class(es) that you developed the knowledge for and/or why
you targeted this for development;
· Indicate how you went about developing the knowledge;
· Note the strategies/approaches you adopted (i.e.
pedagogy/didactics) and the impact they had on pupils’
learning;
· Your next steps and targets for further development;
The SKD Journal is your notebook, recording what subject
knowledge you have developed and how you have gone about it. Notes
can include any additional and relevant information, including
concept maps (Figure 3) photographs or scanned images of examples
of your own or pupils’ work (Figure 4).
Figure 3 Example concept map from Science © Siyavula
Education
Figure 4 Example misconceptions table from “particles” topic
Section three
Subject Fundamentals
The 10 fundamentals describe broad, ‘umbrella’ areas of
conceptual and procedural knowledge identified as “The Big Ideas of
Science” (Harlen et al., 2010). You will identify specific content
knowledge and skills for each category, and write a narrative of
your subject knowledge development during your initial teacher
education, setting targets appropriate to the stage of your
training and needs (see section two, above). Specific lists of
content knowledge can be found in the relevant curricular
frameworks (see section four, below).
Fundamental 1: All matter in the Universe is made of very small
particles
Atoms are the building blocks of all matter, living and
non-living. The behaviour and arrangement of the atoms explains the
properties of different materials. In chemical reactions, atoms are
rearranged to form new substances. Each atom has a nucleus
containing neutrons and protons, surrounded by electrons. The
opposite electric charges of protons and electrons attract each
other keeping atoms together and accounting for the formation of
some compounds.
Notes on my development of subject knowledge for teaching:
Matter
Reactions
1 Metals and non-metals 2 Acids and alkalis 3 Chemical energy 4
Types of reaction
Fundamental 2: Objects can affect other objects at a
distance
All objects have an effect on other objects without being in
contact with them. In some cases, the effect travels out from the
source to the receiver in the form of radiation (e.g. visible
light). In other cases, action at a distance is explained in terms
of the existence of a field of influence between objects, such as a
magnetic, electric or gravitational field. Gravity is a universal
force of attraction between all objects however large or small,
keeping the planets in orbit round the Sun and causing terrestrial
objects to fall towards the centre of the Earth.
Notes on my development of subject knowledge for teaching:
Forces
1 Gravity
Electromagnets
1 Voltage and resistance 2 Current 3 Electromagnets 4
Magnetism
Waves
1 Sound 2 Light 3 Wave effects 4 Wave properties
Fundamental 3: Changing the movement of an object requires a net
force to be acting on it
A force acting on an object is not seen directly but is detected
by its effect on the object’s motion or shape. If an object is not
moving, the forces acting on it are equal in size and opposite in
direction, balancing each other. Since gravity affects all objects
on Earth there is always another force opposing gravity when an
object is at rest. Unbalanced forces cause change in movement in
the direction of the net force. When opposing forces acting on an
object are not in the same line, they cause the object to turn or
twist. This effect is used in some simple machines.
Notes on my development of subject knowledge for teaching:
Forces
1 Speed 2 Gravity3 Contact forces 4 Pressure
Fundamental 4: The total amount of energy in the Universe is
always the same but can be
transferred from one energy store to another during an event
Many processes or events involve changes and require an energy
source to make them happen. Energy can be transferred from one body
or group of bodies to another in various ways. In these processes,
some energy becomes less easy to use. Energy cannot be created or
destroyed. Once energy has been released by burning a fossil fuel
with oxygen, some of it is no longer available in a form that is as
convenient to use.
Notes on my development of subject knowledge for teaching:
Energy
1 Energy costs 2 Energy transfer 3 Work 4 Heating and
cooling
Fundamental 5: The composition of the Earth and its atmosphere
and the processes occurring
within them shape the Earth’s surface and its climate
Radiation from the Sun heats the Earth’s surface and causes
convection currents in the air and oceans, creating climates. Below
the surface heat from the Earth’s interior causes movement in the
molten rock. This in turn leads to movement of the plates that form
the Earth’s crust, creating volcanoes and earthquakes. The solid
surface is constantly changing through the formation and weathering
of rock.
Fundamental 6: Our solar system is a very small part of one of
billions of galaxies in the Universe
Our Sun and eight planets and other smaller objects orbiting it
comprise the solar system. Day and night and the seasons are
explained by the orientation and rotation of the Earth as it moves
round the Sun. The solar system is part of a galaxy of stars, gas
and dust, one of many billions in the Universe, enormous distances
apart. Many stars appear to have planets.
Notes on my development of subject knowledge for teaching:
The Earth
1 Earth structure 2 Universe 3 Climate 4 Earth resources
Fundamental 7: Organisms are organised on a cellular basis and
have a finite life span
All organisms are constituted of one or more cells.
Multi-cellular organisms have cells that are differentiated
according to their function. All the basic functions of life are
the result of what happens inside the cells that make up an
organism. Growth is the result of multiple cell divisions.
Fundamental 8: Organisms require a supply of energy and
materials for which they often depend on, or compete with, other
organisms
Food provides materials and energy for organisms to carry out
the basic functions of life and to grow. Green plants and some
bacteria are able to use energy from the Sun to generate complex
food molecules. Animals obtain energy by breaking down complex food
molecules and are ultimately dependent on green plants as their
source of energy. In any ecosystem there is competition among
species
Notes on my development of subject knowledge for teaching:
Organisms
1 Movement 2 Cells 3 Breathing 4 Digestion
Ecosystems
1 Interdependence 2 Plant reproduction 3 Respiration 4
Photosynthesis
Fundamental 9: Genetic information is passed down from one
generation of organisms to
another
Genetic information in a cell is held in the chemical DNA. Genes
determine the development and structure of organisms. In asexual
reproduction, all the genes in the offspring come from one parent.
In sexual reproduction, half of the genes come from each
parent.
Fundamental 10: The diversity of organisms, living and extinct,
is the result of evolution
All life today is directly descended from a universal common
ancestor that was a simple one-celled organism. Over countless
generations, changes resulting from natural diversity within a
species lead to the selection of those individuals best suited to
survive under certain conditions. Species not able to respond
sufficiently to changes in their environment become extinct.
Notes on my development of subject knowledge for teaching:
Genes
1 Variation 2 Human reproduction 3 Evolution 4 Inheritance
section four
Curricular Frameworks
Content knowledge taught in subjects changes over time, through
curriculum development and as new knowledge is generated in the
field. An effective teacher must be able to manage change and have
a mindset that enables them to develop and construct their subject
knowledge. This is an important disposition for the resilient and
effective teacher.
This section identifies the current curricular frameworks for
your subject, and other supporting information and guidance. These
provide the specific content knowledge that is taught in schools.
Use the subject ‘fundamentals’ (section three, above) to aid your
reflection regarding related ideas and activity in your
subject.
Curricular Frameworks
Document
URL
National Curriculum Programme of Study for key stages 1 to 3
https://www.gov.uk/government/collections/national-curriculum
GCSE Subject Content
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/381380/Science_KS4_PoS_7_November_2014.pdf
GCE AS and A Level Subject Content
https://www.gov.uk/government/publications/gce-as-and-a-level-for-science
Subject Associations and Groups
Name
URL
Expert Subject Advisory Groups (ESAG)
http://expertsubjectgroups.co.uk/
Association for Science Education
https://www.ase.org.uk/
Royal Society of Biology
https://www.rsb.org.uk/education
Royal Society of Chemistry
https://edu.rsc.org/teach-chemistry
Institute of Physics
https://www.iop.org/education/
STEM Learning
https://www.stem.org.uk/
Teachit Science
https://www.teachitscience.co.uk/
All About STEM
https://www.allaboutstem.co.uk/
Awarding organisations
Organisation
URL
Assessment and Qualifications Alliance (AQA)
http://www.aqa.org.uk/
Oxford, Cambridge and RSA (OCR)
http://www.ocr.org.uk/
Pearson Qualifications (Edexcel)
https://qualifications.pearson.com/en/home.html
Welsh Joint Examination Council (WJEC)
http://www.wjec.co.uk/
EDUQAS (WJEC qualifications outside of Wales)
https://www.eduqas.co.uk/
·
section five
SKD activities
The SKD activities, below, are designed to support student
teachers in their self-directed subject knowledge development. The
structured activities are mandatory and linked to SKD sessions
(with subject tutors), with recommended activities for personalised
learning. The recommended activities should be discussed in weekly
meetings (student teachers and mentors) and used to personalise
training and encourage deeper reflection on content and pedagogical
knowledge.
Activity 1 Microteaching and creation of a teaching &
learning resource
During the introductory SKD week, in September, you will
either plan and deliver a 10-minute lesson for your peers
(briefing to be provided within SKD week)
or create a teaching and learning resource.
The topic and teaching style for the microteach session will be
agreed in advance with your subject tutor, and you will have time
to prepare before delivering. As part of the preparation you should
read the following chapter on teaching styles:
Carpenter, C and Bryan, H. 5.3 Teaching Styles. In S. Capel, M.
Leask and S. Younie (2016). Learning to teach in the Secondary
School: a companion to school experience (seventh edition).
Abingdon, UK: Routledge. pp 368-384.
As part of the planning for the microteach, you should produce a
learning resource (e.g. worksheet etc.)
Your subject tutor may ask you to create a teaching and learning
resource only. You will share and explain this resource to your
peers.
If there isn’t an opportunity for microteaching in September,
there will be one later in the course.
Session Focus / Topic Focus:
Teaching Style / Nature of resource:
Session Outline / Elements of teaching and learning resource
Self-evaluation (including tutor & peer feedback)
Areas for development (targets and actions)
Activity 2 Level 2 Specification Audit
From the science GCSE specification taught in your Home School,
read the content knowledge section, auditing your knowledge and
identifying key areas of strength. Next, identify areas for
development in knowledge and/or skills and set targets for how you
will address them.
Examination paper/Unit
Awarding Organisation
Qualification
Areas of strength
(highlight ‘new’ knowledge for teaching)
How/where were they developed?
(e.g. on your degree, personal study, etc.)
Areas for development
(highlight when achieved)
Key action point
(to be developed in the Weekly Meeting Record)
Date completed:
Mentor comment
Activity 3 Level 2 Examination Paper Audit
Consider the most recent examination (e.g. GCSE, BTEC, etc.) for
the Level 2 specification used in the specification audit.
· Read last years Past Paper materials on the awarding
organisation (AO).
· Discuss with the ITT Mentor and identify key areas for
development.
· Sit the paper, or appropriate elements (linked to individual
needs), in exam conditions.
· Read the Mark Scheme provided by the AO.
· Read the Examiners Report for the specification.
· Mark and discuss your results with your ITT Mentor.
Examination paper/Unit
Awarding Organisation
Qualification
Areas of strength
(highlight ‘new’ knowledge for teaching)
How/where were they developed?
(e.g. on your degree, personal study, etc.)
Areas for development
(highlight when achieved)
Key action point
(to be developed in the Weekly Meeting Record)
Date completed:
Mentor comment
Activity 4 Evaluating and Adapting Learning Resources on school
experience placement
Student teachers should spend time selecting, evaluating and
adapting a range of current resources that are used at their Home
School, as part of their units and schemes of work, or obtained
from external sources (e.g. free or paid online teacher resources).
As part of your development, select a resource (e.g. homework,
worksheet, etc.) to critically review and adapt for one of your
lessons taking into consideration standard S5
(Differentiation).
Description of resource (including the source, age range and
expected outcomes)
Critique of the original resource (including the benefits and
limitations)
Summary of adaptions (including differentiation of learning and
links to assessment)
Evaluation of the adapted resource (considering the impact on
learning)
Activity 5 Transition (key stage 2 to 3)
Read the statutory requirements for key stage 2, including
formal assessment arrangements and how your subject is taught in
this phase of education. Discuss the Year 6/7 transition
arrangements in your Home School, for pupils from local ‘feeder’
primaries, with the Head of Department / Subject Lead. Consider the
questions below:
· What does the department know about the primary curriculum
experiences of their current Y7 students? (curriculum content,
teaching and learning activities)
· How do teachers gain insights about these curriculum
experiences? What helps or hinders this process?
· Does the school/department have assessment data about their
students’ performance in the subject at the end of Key Stage 2?
Why/ why not? Do they find this data useful? Why / why not?
· How is the subject taught in key stage 2? What are the
similarities and difference to key stage 3?
Write a reflection, below, about how effectively you have
catered for Year 7 learners; based on your knowledge about prior
learning and/or attainment in key stage 2. What are the emerging
issues and actions you may wish to take?
Reflection (including how your perspective has been renewed)
Implications for future practice
Activity 6 Transition (key stage 4 to post 16)
Set up a focus group with a group of year 11 students in your
subject, and discuss their aspirations for their education and
career following GCSEs. Then discuss the findings with your ITT
Mentor and/or the Head of Department. Consider the questions
below:
· What are the key differences between key stage 4 and post 16?
(These may include: the physical, social and cognitive development
of teenagers, curriculum content, teaching and learning activities,
etc.)
· How does the key stage 4 curriculum and the teachers prepare
students for the transition to post 16? What helps or hinders this
process?
· How is the subject taught post 16? What are the similarities
and differences to key stage 4?
Write a reflection below about your readiness to support
transition from key stage 4 to post 16. This may be based on your
knowledge about the curriculum, student aspirations and
development. What are the emerging issues and actions you may wish
to take?
Reflection (including how your perspective has been renewed)
Implications for future practice
Activity 7 Sharing Personal Subject Knowledge Development
During the SKD sessions in the February training block, you will
deliver a 5-minute presentation to your peers on an aspect of
subject knowledge for teaching that you have developed in Phase 1
or 2
Rationale (Why did you develop the subject knowledge for
teaching?) (Preparation before)
Process (How did you develop the subject knowledge for
teaching?) (Preparation before)
Reflection (What are the implications for your future subject
knowledge development including peer feedback?) Following the
session
Activity 8 Learning Outside The Classroom (LOTC)
The ‘classroom’ can be described as the ‘normal’ environment for
learning in your subject in timetabled lesson. What are the
alternative environments when your subject can be taught to develop
and enrich children’s knowledge and understanding?
Write a reflection, below, on an experience of learning outside
of the classroom in your subject. This could include activities
that you have supported or planned in school, or as part of your
university-based SKD. What are the emerging issues and actions you
may wish to take?
Reflection (including the practical aspects of planning, risk
assessment, communication, etc. and how your perspective has been
renewed as a result of the activity)
Implications for future practice
Activity 9 Risk Assessment
What do you understand by the words Hazard and Risk?
A risk assessment is simply a careful examination of what, in
your work, could cause harm to people, so that you can weigh up
whether you have taken enough precautions or should do more to
prevent harm.
Five simple steps:
Step 1 Identify the hazards
Step 2 Decide who might be harmed and how
Step 3 Evaluate the risks and decide on precautions (control
measures)
Step 4 Record your findings and implement them
Step 5 Review your assessment and update if necessary
Likelihood of occurrence
Likelihood
Score
Severity of Outcome
Outcome
Score
Improbable except in freak circumstances
1
No visible effects
1
Unlikely
2
First Aid requires
2
Quite possible
3
Serious injuries
3
Likely
4
Severe injuries
4
Inevitable
5
Fatality/Multiple casualties
5
Risk Factor = Outcome x Likelihood
1 – 7 = Low Priority (acceptable risk)
8 – 14 = Priority (requires attention)
15 – 25 = High Priority (unacceptable risk)
Task: Research and write a Risk Assessment for a practical
activity of your choice from the 2014 KS3 Science curriculum
Recommended activities
The activities below may be used by student teachers, in
discussion with their ITT Mentor, Personal/Liaison Tutor and/or
Subject Tutor to personalise subject knowledge for teaching. Any
relevant documentation produced should be printed and stored in the
relevant section of the QTS Training and Development File and/or
Placement Experience File; and recorded in your LJMU ITT Tracker
audit page for the appropriate standard.
Activity
Notes
1
Engage with your subject association (see
www.subjectassociations.org.uk).
2
Register, using your LJMU email, for appropriate CPD and online
teaching resources with the professional associations and other
science education bodies (e.g. STEM Learning).
3
Undertake a formal risk assessment, including the hazards, risks
and controls, for a relevant GCSE/’A’ level practical activity.
Store it in your Placement Experience File. (This links with
Activity 9).
4
Design and deliver a practical activity for one of the GCSE
science classes that you teach. Evaluate the effectiveness of this
activity upon students’ learning.
5
Review a relevant Level 3 qualification and examination
material, and set targets for subject knowledge development. Record
targets and actions in your Weekly Meeting Record(s). (This links
with Activity 6)
6
Design an original learning resource for one of the classes you
teach. Record in a lesson plan and evaluation, and store it in your
Placement Experience File. (This links with Activity 1).
7
Design an original (or adapt an existing) resource for teaching
problem solving for a specific group of learners, keeping a copy of
it, and any feedback evaluation in your Placement Experience
File.
8
Adapt an off the shelf teaching resource to incorporate
differentiated learning outcomes and tasks for a specific group of
learners for whom you are responsible.
Record your CPD activity in the table below:
CPD Activity & Date
Name of Provider
Action Points
section six
References and Bibliography
References
Banks, F. Leach, J. and Moon, R. (2005). Extract from new
understandings of teachers' pedagogic knowledge, The Curriculum
Journal, 16(3), pp.331-340, DOI: 10.1080/09585170500256446
DFE (2011). Teachers’ Standards. London: Department for
Education. Available at
http://www.education.gov.uk/publications
Bibliography
The list below provides a wide range of sources of relevant
subject knowledge, which may support you in consolidating existing
and developing new knowledge; as well as supporting lesson planning
and preparation, and resource design.
Abrahams, I. (2010) Practical work in secondary science: a
minds-on approach, London: Continuum International Pub. Group
Braund, M. (2008) Starting science... again? : making progress
in science learning, London: SAGE Publications Ltd.
Dawkins, R. (2006) (3rd ed) The selfish gene, Oxford: Oxford
University Press
Harlen, W. (Ed.). (2010). Principles and big ideas of science
education. Hatfield, England: Association for Science
Education.
Inglis, M., Mallaburn, A., Tynan, R., Clays, K., & Jones, R.
(2013). Insights from a Subject Knowledge Enhancement Course for
Creating New Chemistry and Physics Teachers. School Science Review,
94(349), 101-107.
Mallaburn, A., Seton, L and Goodwin, M (2018). Chemistry: The
essential spark for engagement. Education in Science, 272. pp.
26-27.
Osborne, J & Dillon, J. (2010) (2nd ed.) Good practice in
science teaching: what research has to say, London: Open University
Press
Reiss, Michael J. (2011)(2nd ed.) Teaching secondary biology,
London: Hodder Education
Sang, David. (2011) (2nd ed.)Teaching secondary physics, London:
Hodder Education
Seton, L., Mallaburn, A,. & Goodwin, M. (2018). Research
Focus: Nurturing socio-economically challenged learners' curiosity
in chemistry. Education in Science, 272. pp. 28-29.
Taber, Keith. (2012) (2nd ed.)Teaching secondary chemistry,
London: Hodder Education
Tynan, R. J., Mallaburn, A., Jones, R., & Clays, K. (2014).
Subject knowledge enhancement (SKE) courses for creating new
chemistry and physics teachers: do they work? School Science
Review, 95(353), 85-94.
Tynan, R. J., Jones, R. B., Mallaburn, A., & Clays, K.
(2016). Working towards evidence based practice in science teaching
and learning. School Science Review. 97(361), 109-115.
Tynan, R. J., Jones, R. B., Mallaburn, A., & Clays, K.
(2016). Subject knowledge enhancement courses for creating new
chemistry and physics teachers: the students’ perceptions. School
Science Review. 98(363), 109-114.
Wood-Robinson, V. (2006) ASE guide to secondary science
education, London: ASE, John Murray
Specific subject knowledge resources
Adams, S and Clays, K. (2015) Revise OCR AS/A level Physics
Revision Guide London: Pearson
Anning, P. (2017) AQA Physics for GCSE Combined Science: Trilogy
Revision Guide
Brentnall, D and Grinsell, M. (2016) Revise OCR AS/A level
Chemistry Revision Guide London: Pearson
Miles, H. (2017) AQA Biology for GCSE Combined Science: Trilogy
Revision Guide
Orwin, S. (2017) AQA Chemistry for GCSE Combined Science:
Trilogy Revision Guide
Parker, K and Pearson, C. (2016) Revise OCR AS/A level Biology
Revision Guide London: Pearson
Developed by Ken Clays (2020)
Department of Teacher Education
School of Education
Liverpool John Moores University
IM Marsh Campus,
Barkhill Road, Liverpool, L17 6BD
Email: [email protected]
