General OverviewThe BSc (Hons) Chemistry with Education programme is designed to fulfil the requirements of the QAA subject benchmark statement for Chemistry (2014), the Guidelines for Initial Teacher Education Programmes in Scotland (GTCS, 2013), the benchmark statement for Standard for Provisional Registration (GTCS, 2012) and the QAA subject benchmark statement for Education Studies (2015).
The overall aim of the programme is to develop individuals with a range of transferable graduate skills who will acquire Honours-level knowledge and skills in Chemistry alongside attaining the Standard for Provisional Registration, and thus be eligible to apply for provisional registration with GTCS and entry to the Teacher Induction Scheme as a secondary school teacher of Chemistry with Science.
The programme teaches the fundamentals of Chemistry as a core science and laboratory sessions develop practical and communication skills. Across the four years of the programme, increasingly complex understanding of principal aspects of chemistry – organic, inorganic, analytical and physical – is developed. Depth of knowledge across a broad range of topics supports the teaching of senior phase courses up to Advanced Higher level.
The study of Education is introduced in year three with a focus on key educational issues, cross-cutting curricular themes, contexts for learning and professional values. Knowledge and understanding of curriculum, pedagogy and assessment of Chemistry and General Science, and the skills and abilities to implement effective teaching and learning, are developed in year four, through campus teaching and school experience placements.
In accordance with the relevant benchmarks, graduates will have demonstrated the attributes, knowledge and skills encompassed by the following core areas:
Professional Values and Personal Commitment
The core values defined as Social Justice, Integrity, Trust and Respect, and Personal Commitment, which are integral to, and demonstrated through, all professional relationships and practices.
Professional Knowledge and Understanding
The knowledge and understanding of Chemistry and General Science within the secondary curriculum, including contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning; the principal features of the education system and their own professional responsibilities within the learning communities in which they will teach; relevant educational principles and pedagogical theories; and the importance of research in informing professional practice.
Professional Skills and Abilities
The ability to design, deliver and assess effective, appropriate and stimulating programmes of work in Chemistry and General Science within the secondary curriculum that are suitable for children at different stages of secondary education; and to use reading, research and feedback from a range of sources to inform effective self-evaluation and maintain a record of professional learning and development culminating in an Initial Professional Development Action Plan.
The programme will encourage the student to engage in lifelong learning, study and enquiry and to appreciate the value of education to society. It will also assist the student to develop the skills required for both autonomous practice and team-working.
Opportunities for further study
The Standard for Provisional Registration is part of a suite of professional standards published by GTCS (2012). Individuals obtaining Provisional Registration aim to progress to Full Registration and are then expected to continue to develop their expertise through ‘appropriate and sustained career long professional learning’ (GTCS, 2012). The suite of professional standards may be used to guide this learning and includes, for example, the Standards for Leadership and Management. Non-award-bearing courses have always formed an important part of professional development and update for teachers, but many opportunities exist at Masters level and above in subjects and areas relevant to schools and the wider world of education.
Honours graduates may also choose to pursue further study of Chemistry through MSc or PhD programmes at this or other universities.
Teaching, learning and assessment
Lectures, tutorials, workshops, laboratory classes and use of the Moodle VLE, employing a range of learning and teaching methodologies including group work, investigations, problem-based learning, concept visualisation (eg using drawing and collage), walking, student presentations, online tutor/student-led discussions, and resources such as subject-specific equipment, interactive whiteboards, laptops and the outdoors, will be used, as appropriate, to develop student learning. In order to enable students from the BSc (Hons) Chemistry with Education, BSc (Hons) Physics with Education, PGDE (Secondary) and PGDE (Primary) programmes to benefit from working together, the School & Professional Studies (L9) module will be delivered through a blended approach using the Moodle VLE and some face-to-face lectures, tutorials and workshops. Within the Moodle VLE, students will make use of e-learning methods such as remotely accessing set and extension readings and other course materials, and online and asynchronous communication with peers, and supported by tutors, to address problem-based learning tasks. Students are required to undertake significant independent learning in each module.
Student handbooks and other material made available to students will give more detailed information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the programme.
On-going formative assessment across the programme will provide feedback to students on their developing thinking on subject knowledge and skills, educational issues and professional abilities. Summative assessment of academic study will take the form of essays, project reports, oral presentations, problem sheets and examinations. Assessment of school experience is outlined under Work Based Learning/Placement Details.
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