|UCAS Code:||X130 (2 Years) or X131 (3 Years)|
|Course Length:||2-3 Years Full-Time|
|Start Dates:||September 2017, September 2018|
|Department:||Faculty of Education|
|Location:||Edge Hill University|
Please note, the 3-year programme is suspended for September 2017 entry. The 2-year route remains open for applications.
- Initial teacher training at Edge Hill University ranked in the top two in the North West for teaching and personal development in the National Student Survey 2016;
- Spend significant time in school, training alongside expert teachers, fully supported by the University;
- Study Chemistry to degree level, with supportive tutors who have an open door policy, and gain Qualified Teacher Status.
Successful completion of the programme leads to recommendation for Qualified Teacher Status (QTS).
This programme provides you with a rigorous and relevant degree combining school and university-based work. It develops subject expertise across the sciences at Key Stage 3 and 4 with a specialism to teach Chemistry at GCSE level and beyond. Training in partner schools provides practical and realistic opportunities for you to learn from expert teachers and develop and implement teaching resources and strategies which build your professional competence.
Not only do you study the subject itself, you also learn how to teach and gain a wide range of experience out on placement.
Course in Depth
What will I study?
You will study science subject application modules, giving you the skills to teach effectively in a secondary school, as well as personal and professional development, which is invaluable in equipping you with the skills and knowledge to become an effective practitioner. In your final year you will complete a school-based research project linked to science. You will also spend a significant amount of time in school as an observer and trainee teacher.
You will study a range of topics across all three sciences, specialising in Chemistry.
In Year 1 this will include Mathematics for Scientists, Biology in Society, Concepts and Key Skills for Chemists, Mechanics and Energy.
During Year 2 you will study Cellular Genetics, Chemistry of Materials and Life Molecules, Fields Waves and Particles.
In Year 3 topics include Current Issues in Science and Green Environmental Chemistry.
How will I study?
You will learn through both your time in University and in school. All your subject-application and subject study take place in purpose-built modern laboratories so you can become familiar with scientific methods, apparatus and how to operate safely in an active environment. Your tutors will model outstanding practice to enable you to develop your own teaching skills and style.
You will spend a significant amount of time being trained in schools where you will put your training into practice and a trained mentor will guide your early development as a science teacher with chemistry specialism. You will be attached to at least two different schools during the programme and a variety of teaching and learning methods will be used to reflect good practice. You will work with pupils from various areas, backgrounds and abilities. This will provide you with excellent experience in classroom management and the ability to teach individuals and groups at a range of levels.
There is an emphasis on active participation, especially in your practical work, as well as through discussion and presentations. We place a high priority on the individual support you will need to broaden your knowledge across the sciences with additional opportunities offered in areas such as science museum visits, science club planning and involvement with STEM activities.
How will I be assessed?
Formal assessment involves your teaching, practical work, projects, essays, presentations, seminar papers, an extended essay on an area of scientific interest chosen by you through discussion with a tutor, objective tests and written and practical examinations. There are also formative assessments which enable you to receive ongoing constructive feedback and targets.
You will be assessed through programme work, based on your classroom experience, showing your ability to plan effectively, to undertake assessment and to develop your subject knowledge.
As you progress from observer to teacher in school, you will be assessed through lesson observation reports. Your professional development will be mapped against the Teachers’ Standards (2012) for the award of QTS.
Who will be teaching me?
You will be taught by a range of highly qualified and experienced tutors who are committed to supporting you throughout the programme and providing you with the opportunities to succeed. Tutors are enthusiastic about their subjects and will model good practice to enable you to develop your own teaching skills and style.
A Great Study Environment
The Faculty of Education has been at the forefront of teacher education for more than 125 years and today enjoys the enviable position of being one of the country’s leading providers of education, training and research for the children’s workforce.
Housed in a state-of-the-art £9m building, the Faculty of Education’s facilities include a 300-seat lecture theatre, five well-equipped ICT suites, and 18 teaching rooms complete with the latest technology.
The faculty has a strong commitment to practice-based learning and has developed partnerships with over 2,000 schools and colleges, local authorities and professional associations.
SUG1000 Professional Practice 1A (20 credits)
Professional Practice 1A provides an initial professional practice experience in a secondary school with an additional short placement in a primary setting. Initial professional practice is based upon observation and practical experience. You will have frequent opportunities to observe experienced teachers in the classroom, in addition to shadowing pupils and staff. The school’s safeguarding processes will also be explained. The placement will enable you to carry out a variety of school-based tasks, participate in lessons under your mentor’s supervision, and gradually increase your responsibility for both planning and teaching.
SUG1001 Personal and Professional Conduct - Transition into Higher Education and the Teaching Profession (20 credits)
Personal and Professional Conduct – Transition into Higher Education and the Teaching Profession equips you with the required academic study skills for Higher Education and the necessary professional vocational skills for your teaching experience. The module will also raise your wider professional awareness of the importance of secondary teaching. The aim is to encourage you to make purposeful links between theoretical understanding, the implementation of national policies and initiatives, and your practice-based experiences. Self-evaluation, reflection and the setting of professional development targets are key features of the module.
SUG1008 Principles, Pedagogy and Planning in Science (20 credits)
Principles, Pedagogy and Planning in Science introduces Science subject-specific professional responsibilities for Key Stage 3 and Key Stage 4, covering lesson preparation, delivery, evaluation and pupil assessment. The module enables you to develop the required professional vocational skills and knowledge for your teaching experience, working towards effective classroom delivery for all pupils. This will include an introduction to how to plan and deliver effective and well-structured lessons which promote a love of learning and encourage children’s intellectual curiosity. You will discover how to plan for the effective use of homework and other out-of-class activities to consolidate and extend pupil knowledge.
SUG1039 Mathematics for Scientists (20 credits)
Mathematics for Scientists introduces you to essential mathematical skills used in the physical sciences. You will carry out and demonstrate a range of experiments in physics and chemistry, using mathematical skills to describe and explain the processes, and to predict outcomes.
SUG1040 Biology in Society (20 credits)
Biology in Society is centred on the systematic methodologies used by biologists carrying out investigations within any field. You will develop an appreciation of the nature of biological enquiry, the ways that biological knowledge develops and how the biological sciences are used to solve problems. This appreciation can be developed by examining historical and contemporary case studies. Through the study of society’s changing view of the natural world, you will examine the fluidity of scientific thought and the interplay between established knowledge, theories and new discoveries. You will also examine the contribution biology makes to society and the influence society has on both the speed and direction of research in the biological sciences.
SUG1041 Concepts and Key Skills for Chemists (20 credits)
Concepts and Key Skills for Chemists introduces the basics of chemistry, atomic and molecular structures, solutions, chemical reactions, model buildings and practical skills. The overall aim is to provide you with a toolkit of knowledge, understanding and practical techniques central to chemistry. The module allows you to work in a chemistry laboratory environment on a range of activities that are linked through the theme of measurement and the acquisition of data.
SUG1042 Mechanics and Energy (20 credits)
Mechanics and Energy requires you to adopt a problem-solving approach to explore classic concepts in physics in a series of laboratory sessions. The module covers mechanics (forces, motion and mechanical properties of materials), electric circuits (including electrical properties of materials) and the flow of energy through systems by reference to the laws of thermodynamics.
SUG2000 Professional Practice 1B (20 credits)
Professional Practice 1B allows you to prepare for, and subsequently complete, a placement in which you will undertake up to 50% of a full teaching timetable, comprising observation, small group or whole class teaching with your mentor or another trainee, and solo teaching as appropriate. You will have responsibility for planning lessons or parts of lessons, maintaining sound discipline, ensuring appropriate teaching methods are used, assessing learners’ progress, and making written evaluations of your own teaching. You will also be expected to take a full role in the wider life of the school, participating in tutor work, pastoral care, extra-curricular activities, professional development opportunities, parents’ evenings and school events.
SUG2001 Personal and Professional Conduct - Legal Requirements for Professional Practice (20 credits)
Personal and Professional Conduct – Legal Requirements for Professional Practice helps you to understand the required professional conduct, duties and responsibilities of a secondary teacher. The aim is to encourage you to make purposeful links between theoretical understanding, the implementation of national policies and initiatives, and your practice-based experiences. Self-evaluation, reflection and the setting of professional development targets are key features of the module.
SUG2008 Creative Medium Term Planning and Teaching in the Science Classroom (20 credits)
Creative Medium Term Planning and Teaching in the Science Classroom enables you to consider effective teaching in science, through the discussion and evaluation of alternative approaches. In addition, the module will analyse the role of science in the curriculum and examine how it contributes to a range of whole-school issues. There will be a clear focus on the planning, teaching and assessment cycle, which lies at the heart of the most effective professional practice, and on evaluation and review, which lies at the heart of ongoing professional development.
SUG2010 Educational Research Methods for School Improvement (20 credits)
Educational Research Methods for School Improvement provides you with an introduction to qualitative and quantitative educational research methods for personal and school improvement. The reading and assessment of publications, combined with reflection on methodological issues, forms a key element of the module. You will formulate a research plan which provides an excellent foundation if you wish to pursue higher degree study or further research work in the future. The module will demonstrate the need to keep up to date with both research and development in knowledge and pedagogy in your chosen subject area and encourage you to critically evaluate your own learning.
SUG2035 Cellular Genetics (20 credits)
Cellular Genetics covers fundamental features of life that are central to an understanding of biology. The module is underpinned by recent developments in genetic fingerprinting, gene therapy and an understanding of conditions and diseases that have a genetic basis. You will examine how variation at the DNA and chromosomal level leads to variation in the phenotype and genotype and the potential consequences of this variation. Taking a largely molecular approach, themes will include mitosis, protein synthesis, DNA replication, meiosis and the nature of variation.
SUG2036 Chemistry of Materials and Life Molecules (20 credits)
Chemistry of Materials and Life Molecules provides an understanding of chemistry by introducing those materials which have developed over centuries and become part of modern life. The module will also equip you with an understanding of the chemical context in which biological molecules are found in our bodies and will discuss how modern materials are useful in biological applications. The interaction of materials in life provides an opportunity to show the interdisciplinary nature of their chemistry. The overall module aim is to provide you with a toolkit of knowledge, understanding and practical techniques to appreciate the order within materials and life.
SUG2037 Fields, Waves and Particles (20 credits)
Fields, Waves and Particles surveys the historical development of physics concepts, from classical mechanics towards quantum and particle physics, which is still developing today. The development of the model of the atom will be a particular focus of the module.
SUG3000 Professional Practice 2 (40 credits)
Professional Practice 2 consists of a synoptic placement during which you will be required to undertake up to 70-75% of a teaching timetable, comprising observation, small group or whole class teaching with your mentor or another trainee, and solo teaching as appropriate. You will have responsibility for planning lessons or parts of lessons, considering the role of a scheme of work and developing it for a specific group of learners, maintaining sound discipline, ensuring appropriate teaching methods are used, assessing learners’ progress, and making written evaluations of your own teaching. You will also be expected to take a full role in the wider life of the school, participating in tutor work, pastoral care, extra-curricular activities, professional development opportunities, parents’ evenings and school events.
SUG3001 Personal and Professional Conduct - Employability (20 credits)
Personal and Professional Conduct – Employability equips you with the advanced academic study skills required for Higher Education and the necessary professional vocational skills for your professional practice. In addition, the module enables you to further your working knowledge of the standards for teachers’ conduct, enhance your employability, prepare for job applications and interviews, and understand what to expect from your year as a Newly Qualified Teacher. Self-evaluation, reflection and the setting of professional development targets are key features of the module.
SUG3008 Classroom Assessment and Target Setting Skills in Science (20 credits)
Classroom Assessment and Target Setting Skills in Science develops your understanding of assessment theory in relation to both formative and summative assessment practice in school. You will grade work against school-based and national benchmarks relevant to science studies, as well as developing strategies for giving meaningful feedback and targets to pupils in order to secure progression. The module also outlines the cycle of evaluation and review, examining its impact on future planning.
SUG3015 School Improvement Study in Science (20 credits)
School Improvement Study in Science enhances your skills in qualitative and quantitative educational research methods for personal and school improvement. The reading and assessment of publications, together with reflection on the design, implementation and critical evaluation of methodological issues, form key elements of the module. You will implement and evaluate a research plan during a professional placement and gain a strong foundation for potentially pursuing higher degree study or further research work in the future.
SUG3040 Current Issues in Science (20 credits)
Current Issues in Science provides a forum for discussing topical issues in science through a series of seminars. You will bring your expertise on each of the three disciplines of biology, chemistry and physics to take a lead role in presenting and discussing important concerns from these areas. The module will develop your critical and evaluative skills and provide a platform for you to present, as part of a group, on a chosen topic using appropriate media.
SUG3043 Green Environmental Chemistry (20 credits)
Green Environmental Chemistry introduces a range of chemical concepts, developed within an environmental context of widespread interest. You will analyse the impact of inorganic cations and anions and organic pollutants on the environment, as well as conducting a kinetic/equilibrium study. The aim is to provide you with a toolkit of knowledge, understanding and practical techniques to analyse different kinds of pollutions in soil and water.
SUG3044 Preparative Chemistry: Synthesis and Characterisation (20 credits)
Preparative Chemistry: Synthesis and Characterisation uses the functional group approach as a means of classifying organic substances and for understanding their operation and uses in a wider applied chemical context. The aim is to provide you with a toolkit of knowledge, understanding and practical techniques to appreciate the order within the organic world.
360 academic credits are studied on the programme in total, in addition to 80 ungraded credits for the Professional Practice modules.
Every effort has been made to ensure the accuracy of our published course information, however our programmes are subject to ongoing review and development. Changing circumstances may necessitate alteration to, or the cancellation of, courses.
Changes may be necessary to comply with the requirements of accrediting bodies, revisions to subject benchmarks statements, to keep courses updated and contemporary, or as a result of student feedback. We reserve the right to make variations if we consider such action to be necessary or in the best interests of students.
- 3 Year Route – 112 UCAS Tariff points. An A level at minimum Grade C (or equivalent) in Chemistry or a related subject is required, plus GCSE English Language and Mathematics at Grade C or Grade 4 or above (or equivalent);
- 2 Year Route – relevant HND/HNC or Part1 (120 credits at Level 4) of a degree programme, plus GCSE English Language and Mathematics at Grade C or Grade 4 or above (or equivalent). Evidence of secondary school experience is recommended.
Please note, for the purposes of initial teacher training, level 2 numeracy and literacy qualifications are not considered as equivalent to GCSE grade C in mathematics or English.
An interview will form part of the selection process.
You are required to undertake Professional Skills Tests in Literacy and Numeracy prior to entry to this programme. Successful completion of the Professional Skills Tests will form part of the conditions of any offer of a place. Further details can be found at www.edgehill.ac.uk/skillstests.
If you accept a formal offer from Edge Hill University you will be required to meet the Department for Education’s standards for physical and mental fitness to teach and clearance to work with children. Further information, including a Declaration of Health questionnaire and details of how to apply for a Disclosure and Barring Service (DBS) Enhanced Disclosure will be sent to you after you have firmly accepted an offer.
Some typical examples of how you can achieve 112 UCAS Tariff points are detailed below.
- A Levels – BBC;
- BTEC Extended Diploma (or combination of BTEC QCF qualifications) – Distinction, Merit, Merit (DMM);
- Access to Higher Education Diploma – 45 credits at Level 3, for example 15 credits at Distinction and 30 credits at Merit. The required total can be attained from various credit combinations.
Please note, the above examples may differ from actual offers made. A combination of A Level and BTEC awards may also be accepted.
As long as you have a minimum of two A Levels (or equivalent), there is no maximum number of qualifications that we will accept UCAS points from. This includes additional qualifications such as the Welsh Baccalaureate and Extended Project Qualification (EPQ), AS Levels that haven’t been continued to A Level, and General Studies AS or A Level awards.
For further information on how you can meet the entry requirements, including details of alternative qualifications, please visit www.edgehill.ac.uk/offers.
EU students can get country-specific information about the University’s entry requirements and equivalent national qualifications at www.edgehill.ac.uk/eu.
International students should visit www.edgehill.ac.uk/international for information on the entry criteria for overseas applicants.
Recognition of Prior Learning
Edge Hill University recognises learning gained elsewhere, whether through academic credit and qualifications acquired from other relevant courses of study or through recognition of an individual’s professional and employment experience (also referred to as ‘experiential learning’).
Previous learning that is recognised in this way may be used towards meeting the entry requirements for a programme and/or for exemption from part of a programme. It is your responsibility to make a claim for recognition of prior learning. For guidance, please consult the University’s Recognition of Prior Learning Policy and contact the faculty in which you are interested in studying.
What are my career prospects?
Our graduates work in schools across the UK. We offer excellent support to help you gain a first post as a Newly Qualified Teacher and have a proven track record for trainees securing teaching posts.
Before the end of your degree you will need to complete a Career Entry and Development Profile (CEDP) which acts as a useful bridge between your initial teacher training programme and your Induction Year as a Newly Qualified Teacher.
If you are a prospective UK or EU student who will be joining this undergraduate degree in academic year 2017/18, we expect tuition fees to increase to £9,250 per annum but this is currently subject to Government approval.Tuition fees for international students enrolling on the programme in academic year 2017/18 are £11,575 per annum.
The University may administer a small inflationary rise in tuition fees, in line with Government policy, in subsequent academic years as you progress through the course.
Subject to eligibility, UK and EU students can apply for a Tuition Fee Loan from the Government to cover the full cost of tuition fees. UK students may also be eligible to apply for additional funding to help with living costs.
For comprehensive information about the financial support available to eligible UK and EU students joining this programme in academic year 2017/18, together with details of how to apply for funding, please view our Money Matters 2017/18 guide at www.edgehill.ac.uk/undergradfinance2017.
Financial support information for international students can be found at www.edgehill.ac.uk/international/fees.
Edge Hill University offers a range of scholarships with a competitive application process for prospective full-time undergraduate students. These scholarships aren’t linked to academic success and celebrate determination, talent and achievement beyond your coursework, for instance in creativity, enterprise, ICT, performance, sport or volunteering.
Additional scholarships, which you may qualify to receive, reward outstanding grades and are available to eligible UK and EU students.
To find out more about scholarships, to assess your eligibility, and to meet some of our dedicated scholarship winners, visit www.edgehill.ac.uk/scholarships.
How to Apply
Apply online through UCAS at www.ucas.com.
Visit www.edgehill.ac.uk/applyucas to find out more about the application process.
Should you accept an offer of a place to study with us and formally enrol as a student, you will be subject to the provisions of the regulations, rules, codes, conditions and policies which apply to our students. These are available at www.edgehill.ac.uk/studentterms.
If you are considering applying to study at Edge Hill University, the best way to gain an insight into student life is to discover our stunning campus for yourself by attending an open day. You can view dates and book your place at www.edgehill.ac.uk/bookanopenday.
Alternatively, if you are unable to attend an open day, you can find out more about all of our events for prospective undergraduate students, including monthly campus tours, at www.edgehill.ac.uk/undergradevents.
Request a Prospectus
If you would like to explore our full range of degrees before you apply, you can order an undergraduate prospectus at www.edgehill.ac.uk/undergradprospectus.
Get in Touch
If you have any questions about this programme or what it’s like to study at Edge Hill University, please contact:
- Course Enquiries
- Tel: 01695 657000
- Email: email@example.com
Course ChangesExpand All This page outlines any material changes to course content, programme structure, assessment methods, entry criteria, and modes of study or delivery, implemented since 1st September 2015.
No material changes have been made to the information for this course since 1st September 2015. Any future amends will be tracked here.