• Goldsmiths, University of London Featured Masters Courses
  • Swansea University Featured Masters Courses
  • Ross University School of Veterinary Medicine Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • Anglia Ruskin University Featured Masters Courses
  • Jacobs University Bremen gGmbH Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • University of Southampton Featured Masters Courses
King’s College London Featured Masters Courses
FindA University Ltd Featured Masters Courses
Queen’s University Belfast Featured Masters Courses
Barcelona Technology school Featured Masters Courses
University of Pennsylvania Featured Masters Courses
"chemistry" AND "mathemat…×
0 miles

Masters Degrees (Chemistry And Mathematics)

We have 319 Masters Degrees (Chemistry And Mathematics)

  • "chemistry" AND "mathematics" ×
  • clear all
Showing 1 to 15 of 319
Order by 
The MSc Mathematics Education focuses in detail on important issues emerging from research into the teaching and learning of Mathematics at all levels, particularly with regards to developing understanding in Mathematis. Read more
The MSc Mathematics Education focuses in detail on important issues emerging from research into the teaching and learning of Mathematics at all levels, particularly with regards to developing understanding in Mathematis. The course builds on existing research taking place here in the Durham University School of Education, conducted by Dr Patrick Barmby.

Facts

Find out more about entry requirements, duration of the course and tuition fees here. (Note: this link will direct you to the University's central course tool. Use the link provided to return to the School of Education homepage.)

How will I be taught?

Teaching on the specialised core modules takes place in three full days, taught at weekends. This allows full-time and part-time, home and international students to meet. The teaching involves a combination of lectures, seminars, tutorials and practical activities.

You will be assessed using a variety of methods, including presentations, written assignments and portfolios.

What will I learn?

You will take Research Methods in Education (30 credits) and two other core modules: Developing Understanding in Mathematics and Representations and Reasoning in Mathematics. You will also choose one additional module from across those running in the School of Education. You will also research and write up a 15,000 word dissertation within the field of Mathematics Education. This is a supervised piece of work supported by specialists in the field.

The two core modules are:

-Developing Understanding in Mathematics

The module focuses on the notion of understanding in Mathematics in relation to learning theories and linking these ideas to broader issues such as problem solving, creativity, misconceptions and assessment. The implications of the research literature on these issues are examined in terms of pedagogical practice.

Assignments include a presentation on key issues from the research in a specific area of Mathematics (30%) and a 3,500 word assignment relating the theory of developing understanding to practice in schools with implications for teaching (70%).

-Representations and Reasoning in Mathematics

The module focuses on the use of mathematical representations in the teaching of Mathematics, relating the use of these to learning theories and relating these ideas more broadly to mathematical thinking and reasoning. Key representations that are used in both primary and secondary Mathematics classrooms are examined.

Assignments include a portfolio examining the use of a particular mathematical representation in the classroom (30%) and a 3,500 word assignment relating the theory of the use of mathematical representations to practice in schools with implications for teaching (70%).

The optional modules available for you to choose from are:

21st Century Technology (30 credits)
Arts in Education (30 credits)
Classroom Assessment (30 credits)
Judgement based assessment (30 credits)
Enhancing Teaching and Learning through Productive Thinking (30 credits)
Curriculum Analysis (30 credits)
Standardised Test and Exams (30 credits)
Intercultural and International Education (30 credits)
Intercultural Communication (30 credits)
Improving Computer Education (30 credits)
Management, Leadership and Change (30 credits)
Policy Studies (30 credits)
Psychology of the Learner (30 credits)
Special Educational Needs and Inclusion: Rhetoric or Reality? (30 credits)
Learning and Teaching in Science (30 credits)
Physics as an Additional Subject Specialism (30 credits)
Chemistry as an Additional Subject Specialism (30 credits)

Who will teach me?

Dr Patrick Barmby is a Lecturer in Primary Mathematics at the Durham University School of Education. In the past, he has published on a broad range of areas, including attitudes towards science and teacher recruitment and retention. However, his main areas of research are the notion of understanding in Mathematics, the role of representations in understanding and reasoning in Mathematics and teacher subject knowledge in Mathematics. Along with colleagues, Patrick wrote the textbook for primary teachers, Primary Mathematics: Teaching for Understanding, published in 2009 by Open University Press. This was based on his research work on understanding, reasoning and representations in Mathematics. Patrick and colleagues received research funding from the Nuffield Foundation for the project ‘Visual representations in the primary classroom', which aims to develop primary teachers' use of visual representations particularly for multiplication and fractions.

Read less
Penn’s Master of Chemical Sciences is designed for your success. Chemistry professionals are at the forefront of the human quest to solve ever-evolving challenges in agriculture, healthcare and the environment. Read more
Penn’s Master of Chemical Sciences is designed for your success
Chemistry professionals are at the forefront of the human quest to solve ever-evolving challenges in agriculture, healthcare and the environment. As new discoveries are made, so are new industries — and new opportunities. Whether you’re currently a chemistry professional or seeking to enter the field, Penn’s rigorous Master of Chemical Sciences (MCS) builds on your level of expertise to prepare you to take advantage of the myriad career possibilities available in the chemical sciences. With a faculty of leading academic researchers and experienced industry consultants, we provide the academic and professional opportunities you need to achieve your unique goals.

The Penn Master of Chemical Sciences connects you with the resources of an Ivy League institution and provides you with theoretical and technical expertise in biological chemistry, inorganic chemistry, organic chemistry, physical chemistry, environmental chemistry and materials. In our various seminar series, you will also regularly hear from chemistry professionals who work in a variety of research and applied settings, allowing you to consider new paths and how best to take advantage of the program itself to prepare for your ideal career.

Preparation for professional success
If you’ve recently graduated from college and have a strong background in chemistry, the Master of Chemical Sciences offers you a exceptional preparation to enter a chemistry profession. In our program, you will gain the skills and confidence to become a competitive candidate for potential employers as you discover and pursue your individual interests within the field of chemistry. Our faculty members bring a wealth of research expertise and industry knowledge to help you define your career direction.

For working professionals in the chemical or pharmaceutical industries, the Master of Chemical Sciences accelerates your career by expanding and refreshing your expertise and enhancing your research experiences. We provide full- and part-time options so you can pursue your education without interrupting your career. You can complete the 10-course program in one and a half to four years, depending on course load.

The culminating element of our curriculum, the capstone project, both tests and defines your program mastery. During the capstone exercise, you will propose and defend a complex project of your choice, that allows you to stake out a new professional niche and demonstrate your abilities to current or prospective employers.

Graduates will pursue fulfilling careers in a variety of cutting-edge jobs across government, education and corporate sectors. As part of the Penn Alumni network, you’ll join a group of professionals that spans the globe and expands your professional horizons.

Courses and Curriculum

The Master of Chemical Sciences degree is designed to give you a well-rounded, mechanistic foundation in a blend of chemistry topics. To that end, the curriculum is structured with a combination of core concentration courses and electives, which allow you to focus on topics best suited to your interests and goals.

As a new student in the Master of Chemical Sciences program, you will meet with your academic advisor to review your previous experiences and your future goals. Based on this discussion, you will create an individualized academic schedule.

The Master of Chemical Sciences requires the minimum completion of 10 course units (c.u.)* as follows:

Pro-Seminar (1 c.u.)
Core concentration courses (4-6 c.u., depending on concentration and advisor recommendations)
Elective courses in Chemistry, such as computational chemistry, environmental chemistry, medicinal chemistry, catalysis and energy (2-4 c.u., depending on concentration and advisor recommendations)
Optional Independent Studies (1 c.u.)
Capstone project (1 c.u.)
Pro-Seminar course (CHEM 599: 1 c.u.)
The Pro-Seminar will review fundamental concepts regarding research design, the scientific method and professional scientific communication. The course will also familiarize students with techniques for searching scientific databases and with the basis of ethical conduct in science.

Concentration courses
The concentration courses allow you to develop specific expertise and also signify your mastery of a field to potential employers.

The number of elective courses you take will depend upon the requirements for your area of concentration, and upon the curriculum that you plan with your academic advisor. These concentration courses allow you to acquire the skills and the critical perspective necessary to master a chemical sciences subdiscipline, and will help prepare you to pursue the final capstone project (below).

You may choose from the following six chemical sciences concentrations:

Biological Chemistry
Inorganic Chemistry
Organic Chemistry
Physical Chemistry
Environmental Chemistry
Materials
Independent Studies
The optional Independent Studies course will be offered each fall and spring semester, giving you an opportunity to participate in one of the research projects being conducted in one of our chemistry laboratories. During the study, you will also learn analytical skills relevant to your capstone research project and career goals. You can participate in the Independent Studies course during your first year in the program as a one-course unit elective course option. (CHEM 910: 1 c.u. maximum)

Capstone project (1 c.u.)

The capstone project is a distinguishing feature of the Master of Chemical Sciences program, blending academic and professional experiences and serving as the culmination of your work in the program. You will develop a project drawing from your learning in and outside of the classroom to demonstrate mastery of an area in the chemical sciences.

The subject of this project is related to your professional concentration and may be selected to complement or further develop a work-related interest. It's an opportunity to showcase your specialization and your unique perspective within the field.

Your capstone component may be a Penn laboratory research project, an off-campus laboratory research project or a literature-based review project. All components will require a completed scientific report. It is expected that the capstone project will take an average of six months to complete. Most students are expected to start at the end of the first academic year in the summer and conclude at the end of fall semester of the second year. Depending on the capstone option selected, students may begin to work on the capstone as early as the spring semester of their first year in the program.

All capstone project proposals must be pre-approved by your concentration advisor, Master of Chemical Sciences Program Director and if applicable, your off-campus project supervisor. If necessary, nondisclosure agreements will be signed by students securing projects with private companies. Additionally, students from private industry may be able to complete a defined capstone project at their current place of employment. All capstone projects culminate in a final written report, to be graded by the student's concentration advisor who is a member of the standing faculty or staff instructor in the Chemistry Department.

*Academic credit is defined by the University of Pennsylvania as a course unit (c.u.). Generally, a 1 c.u. course at Penn is equivalent to a three or four semester hour course elsewhere. In general, the average course offered at Penn is listed as being worth 1 c.u.; courses that include a lecture and a lab are often worth 1.5 c.u.

Read less
Chemistry is the central science enabling a healthy future in a sustainable society. During this master's programme you will learn to take a fundamental approach in finding tailored solutions for complex societal problems in human health and environmental issues. Read more

Chemistry is the central science enabling a healthy future in a sustainable society. During this master's programme you will learn to take a fundamental approach in finding tailored solutions for complex societal problems in human health and environmental issues.

What does this master’s programme entail?

The aim of this two-year programme is to train you as an independent scientist and to develop the necessary skills and proficiency to advance your career. The master’s programme in Chemistry offers you access to cutting edge research. The research is concentrated in two major research areas:

  • Chemical Biology: within this research area you will study fundamental biological and biomedical problems to understand physiological processes at the molecular level and to gather more knowledge on human health and illnesses.
  • Energy & Sustainability: within this research area you will focus on the development of new sources of sustainable energy and the use of storage of energy. For example you will be working on the development of a new generation of catalysts for the production of solar fuels.

Read more about our Chemistry programme.

Why study Chemistry at Leiden University?

  • You can tailor your programme based on your ambitions and interests within the research areas Chemical Biology or Energy & Sustainability.
  • During your programme, you will be part of a multidisciplinary research team of internationally renowned researchers where you will conduct your Master research project.
  • You will receive personal guidance from a mentor of choice, who is a member of one of our international and young research groups.

Find more reasons to choose Chemistry at Leiden University.

Chemistry: the right master’s programme for you?

The programme is open for students with an internationally recognized bachelor’s degree in chemistry or a Bachelor of Science degree with a major in chemistry. Chemistry is the right master’s programme for you if you are interested in fundamental chemistry and applied research. You will be trained for a career in research within or outside academia. You can also choose a specialisation where you combine one year of Chemistry research with one year of training in business, communication or education.

Read more about the entry requirements for Chemistry.



Read less
This National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct Secondary Mathematics course trains you to teach Mathematics to 11 to 16-year-olds. Read more
This National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct Secondary Mathematics course trains you to teach Mathematics to 11 to 16-year-olds. London Metropolitan University’s partnership with local schools ensures you’ll have a continuity of support throughout both your theoretical learning and practical placements. Attendees of our PGCE Secondary courses pass with high results, with 95% achieving an Ofsted good or outstanding grade and 96% going on to obtain employment, usually with one of their placement schools. You also have access to Department of Education (DfE) bursaries as well as the Subject Knowledge Enhancement (SKE) in Mathematics if needed.

More about this course

Our PGCE School Direct Secondary Mathematics course teaches you the skills and knowledge needed for teaching mathematics to 11 to 16-year-olds (Key Stage 3 and 4) and leads to Qualified Teacher Status. This NCTL-accredited course also offers you the opportunity to develop your A level teaching where possible.

We’ll introduce you to current debates in mathematics and a wide variety of interactive teaching styles including group work and computer presentations. If you need help improving your own mathematics knowledge, we run a Subject Knowledge Enhancement course to help your training.

With our teaching placements in London, you'll improve your ability to teach in multicultural urban environments. By combining your studies at London Met with practical teaching placements, you’ll increase your understanding of the ways children learn and how your teaching style can help develop their mathematics skills.

We place great emphasis on sharing feedback between your peers and colleagues on the placement. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a Secondary teacher.

The high quality of our training has led to positive feedback from Ofsted:

"Trainees and newly qualified teachers are enthusiastic about their subject, and plan and teach lessons that are well structured. They make good use of subject-specific vocabulary in their planning and teaching."
Ofsted, 2015

To help you in your application, Department of Education (DfE) bursaries are available for this course.

This PGCE course has three assessment elements:
-Practical teaching experience is assessed in relation to the Standards for Qualified Teacher Status
-A reflective portfolio is compiled across the year, detailing personal experiences and reflections on your development as a teacher
-A research assignment at the end of the year which focuses on the implementation of a key area of educational policy in the area of mathematics

There are no examinations.

Professional accreditation

This PGCE course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

This is a year-long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that you will take into the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well structured lessons in the secondary curriculum
-Considering all aspects of the mathematics curriculum
-Training to assess school pupils’ progress in each of these curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP), includes:
-Support for your wider professional development as a teacher
-Discussion of the role of children’s rights and how this underpins effective learning relationships
-Understanding of different aspects of inclusive education
-Introduction to the whole school and wider children’s workforce
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days in London placements, learning to teach with a mentor in secondary schools

In both university and classroom contexts your self-directed study is extremely important in order to help develop your own purposeful educational enquiry, prepare effective teaching resources and ensure up-to-date subject knowledge.

What our students say

“Choosing to complete my teacher training at London Met was the best career decision I ever made. Studying in the heart of London while being surrounded by a diverse body of staff and students was exactly the preparation I needed for teaching at inner-London secondary schools. London Met’s commitment to tackling the challenging issues surrounding modern urban education was, I believe, a key factor in my rapid progression to the position of head of department after just four years of teaching.

Having gained a unique insight into the value of teacher education throughout my undergraduate studies, I then embarked on a master’s in Education, again with London Met. After successfully completing this, I am now in my eighth year in the profession and currently considering application for a Doctorate in Education.” Rosie Walsh, former PGCE Secondary Mathematics student

After the course

This PGCE leads to Qualified Teacher Status (QTS), which enables you to teach mathematics to 11 to 16-year-olds. Our trainees have gone on to secure mathematics teacher roles at schools including Langdon Academy, Islamia Girls School and Stoke Newington School and Sixth Form.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

PGCE School Direct

The School Direct school placements work around the training calendar for the student teacher with the PGCE offered at the university. This means we can only offer places in Early Years / Primary and in Secondary teaching Maths, Modern Languages and Science with a specialism in Biology, Chemistry or Physics.

You will attend the training workshops at the university with other regular PGCE students and carry out placements of 120 days in a school or consortium of schools with a School Direct allocation. This time could be divided between two schools with some flexibility.

London Met has School Direct partnership with nearly 100 schools. This large body of schools have joined with us to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University and the school placement divided between two partner schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

Read less
Mathematical finance is an area of applied mathematics where concepts and techniques that lie close to the heart of pure mathematics are applied routinely to solve a great variety of important practical problems arising in the day-to-day business of the world's financial institutions. Read more

About the course

Mathematical finance is an area of applied mathematics where concepts and techniques that lie close to the heart of pure mathematics are applied routinely to solve a great variety of important practical problems arising in the day-to-day business of the world's financial institutions.

The objective of the Brunel MSc in Financial Mathematics is to guide students through to a mastery of the sophisticated mathematical ideas underlying modern finance theory, along with the associated market structures and conventions, with emphasis on:

- The modelling of the dynamics of financial assets, both in equity markets and in fixed-income markets
- The pricing and hedging of options and other derivatives, and
- The quantification and management of financial risk.

Candidates are also provided with the means to master the numerical and computational skills necessary for the practical implementation of financial models, thus enabling you to put theory into practice and putting you in a good position to carry out work for a financial institution. We therefore offer a programme that provides a balanced mixture of advanced mathematics (including modern probability theory and stochastic calculus), modern finance theory (including models for derivatives, interest rates, foreign exchange, equities, commodities, and credit), and computational technique (GPU-based high-performance computing).

The MSc in Financial Mathematics offers a range of exciting modules during the Autumn and the Spring terms, followed by an individual research project leading to a dissertation that is completed during the Summer term.

Aims

Financial mathematics is a challenging subject, the methods of which are deployed by sophisticated practitioners in financial markets on a daily basis. It builds on the application of advanced concepts in modern probability theory to enable market professionals to tackle and systematically resolve a huge range of issues in the areas of pricing, hedging, risk management, and market regulation. The main objective of the Brunel MSc in Financial Mathematics is to provide candidates with the knowledge they need to be able to enter into this exciting new area of applied mathematics and to position themselves for the opportunity to work in financial markets.

Among the main distinguishing features of our programme are the following:

We aim to teach the key ideas in financial asset pricing theory from a thoroughly modern perspective, using concepts and methods such as pricing kernels, market information filtrations, and martingale techniques, as opposed say to the more traditional but old-fashioned approach based on the historical development of the subject.

In our programme candidates are asked at each stage to undertake a critical re-examination of the hypotheses implicit in any financial model, with a view to gaining a clear grasp of both its strengths and its limitations.

The programme includes courses on high-performance computing that provide candidates with the techniques whereby financial models can be implemented.

Course Content

Programme structure

The programme offers five "compulsory" modules, taken by all candidates, along with a variety of elective modules from which students can pick and choose. There are lectures, examinations and coursework in eight modules altogether, including the five compulsory modules. Additionally, all students complete an individual research project on a selected topic in financial mathematics, leading to the submission of a dissertation.

Compulsory modules:

Probability and stochastics
Financial markets
Option pricing theory
Interest rate theory
Financial computing I

Elective Modules:

Portfolio theory
Information in finance with application to credit risk management
Mathematical theory of dynamic asset pricing
Financial computing II
Statistics for Finance
Financial Mathematics Dissertation

Special Features

The Department of Mathematics, home to its acclaimed research centre CARISMA, has a long tradition of research and software development, in collaboration with various industry partners, in the general area of risk management.

The Department is a member of the London Graduate School in Mathematical Finance, which is a consortium of mathematical finance groups of Birkbeck College, Brunel University London, Imperial College London, King’s College London, London School of Economics, and University College London. There is a strong interaction between the financial mathematics groups of these institutions in the greater London area, from which graduates can benefit. In particular there are a number of research seminars that take place regularly throughout the year which students are welcome to attend.

Assessment

Assessment is by a combination of coursework, examination, and dissertation. Examinations are held in May. The MSc degree is awarded if the student reaches the necessary overall standard on the taught part of the course and submits a dissertation that is judged to be of the required standard. Specifically, to qualify for the MSc degree, the student must: (a) take examinations in eight modules including the four compulsory modules, (b) attain the minimum grade profile (or better) required for a Masters degree and (c) submit a dissertation of the required standard. If a student does not achieve the requirements for the degree of MSc, they may, if eligible, be awarded a Postgraduate Diploma.

Read less
How can I make a flexible and cheap solar cell out of organic molecules? Can I build a car engine on a molecular level? How do I make a colour television that can be folded up?. Read more
How can I make a flexible and cheap solar cell out of organic molecules? Can I build a car engine on a molecular level? How do I make a colour television that can be folded up?

You will encounter such questions in the Master's degree programme in Chemistry at the University of Groningen.

The programme is embedded in an internationally respected research environment; it is related to the Zernike Institute of Advanced Materials and to the Stratingh Institute. Both are officially recognized as national centres of leading research in materials science.

With a cross-disciplinary approach, this programme will study the following fields of chemistry:

- Molecular Science
This area develops the understanding of molecular aspects and applies it to the fields of nanotechnology, supramolecular chemistry, synthetic chemistry, catalysis and the chemistry of life sciences.

- Chemical Physics
This field studies the physical and chemical properties of atoms, molecules and condensed matter through experimental techniques and theoretical methods. You can choose between theoretical chemistry and solid state chemistry.

- Polymer Science
This domain helps you to gain a deeper understanding of the physical and chemical structure and properties of polymer. It focuses on the development of thin films, surfaces and biomaterials.

Why in Groningen?

- Research programme of chemistry is embedded in leading research institute in Materials Science
- Chemistry field in Groningen has CHE Excellence Label
- Cross-disciplinary approach

Job perspectives

This degree programme in Chemistry is primarily meant for students who want to become researchers. Some graduates will, after obtaining their Master's degree, continue with a PhD project, either in Groningen or elsewhere. Some find jobs all over Europe in major companies, including DSM, Akzo Nobel, Corus or Philips.

Nevertheless, many chemists who are trained as researchers find jobs that are less research-oriented. This is because the programme also pays attention to communication skills, teamwork, presentation techniques and IT skills. During their training as researchers in chemistry, students develop general competences that make them highly versatile and widely employable. In practice chemistry graduates can be found in consulting agencies, commercial functions, product research and development, product management or teaching.

Job examples

- PhD research project
- Work for a major multinational such as Akzo Nobel or Philps
- Consulting agencies
- Product management or commercial positions

Read less
This programme trains you in the methods and techniques to apply mathematics to the real world, with a particular emphasis on problem solving and an exposure to different disciplines and industrial problems. Read more
This programme trains you in the methods and techniques to apply mathematics to the real world, with a particular emphasis on problem solving and an exposure to different disciplines and industrial problems.

The programme aims to provide innovative training in interdisciplinary applied mathematics and modern scientific computing. It links mathematics with engineering, biology and other sciences, and gives students direct contact with industry.

It develops an awareness of modern applications of mathematics in an interdisciplinary environment, provides training in mathematical methods, mathematical modelling, scientific computation and other applied techniques, and bridges the gap between theory and applications.

Why study Mathematical Sciences with us?

- Consistently ranked in the top ten of Mathematics league tables
- The most recent assessment of the quality of research being done in academic departments across the UK, (RAE 2008), confirms that our research activity is at the forefront of international excellence
- We have a fully-supported professional placement programme.

Visit the website http://www.bath.ac.uk/science/graduate-school/taught-programmes/msc-modern-application-of-mathematics/

What will I learn?

The MSc Modern Applications of Mathematics specialises in interdisciplinary applications of mathematics, notably in industry and mathematical biology. There is the possibility of a six month placement with industry.

The MSc combines a thorough education in core areas of applied mathematics with interdisciplinary training; there is a wide range of interdisciplinary units to choose from, ranging from astrophysics over cryptography to computational chemistry.

The theory elements will be developed in context, with the students doing an applications based project.

The MSc benefits strongly from close interactions with many industrial companies who come to meet the students and to offer projects. Recent project partners have included:

BAE systems
Airbus
the Met Office
SERCO
Schlumberger
BT
RHM Food Technology
QinetiQ
Hoare-Lea Acoustics

We offer a six month industrial placement as alternative to a three-month project, both leading to a dissertation.

This placement gives the opportunity to work in a company for an extended period of time and to gain in this way first-hand experience in industrial applications of mathematics. Several companies have funded places on offer.

For further information please visit our department pages (http://www.bath.ac.uk/math-sci/).

Career opportunities

Our graduates have gone on to further research in Lausanne, Berlin, Brussels, Frankfurt, and academic posts in Malaysia, Sweden, Germany, Canada, the US and in the UK. Recent employers of Bath graduates include:

British Aerospace
Network Rail
Powergen
Barclays Capital
BNP Paribas
Pfizer
AstraZenaca
MBDA UK Ltd
ATASS

Find out more about the department here - http://www.bath.ac.uk/math-sci/

Find out how to apply here - http://www.bath.ac.uk/science/graduate-school/taught-programmes/how-to-apply/

Read less
Are you passionate about communicating the marvels of chemistry to young people? If so, our PGCE Secondary Chemistry is for you. Your skills and knowledge in chemistry are in demand to inspire young minds and meet the rising demand for GCSE and A Level Chemistry. Read more

Are you passionate about communicating the marvels of chemistry to young people? If so, our PGCE Secondary Chemistry is for you. Your skills and knowledge in chemistry are in demand to inspire young minds and meet the rising demand for GCSE and A Level Chemistry.

What's covered in the course?

Our aim is to help you become a committed, confident and creative teacher so we’ll train you in the essential tools you need to kick-start your career in education. We’ll train you to teach across the years, covering topics from learning how to introduce students to atoms, elements and particles, to thermodynamics and inorganic chemistry. You’ll also learn how to demonstrate impressive chemical reactions safely!

As you progress, you’ll increase your ability to handle the ever-evolving teaching environment, and by the time your course is complete, you’ll be in a positionto continue developing your understanding, knowledge and skills throughout your professional life.

After interview you may be advised you need to take a funded Subject Knowledge Enhancement (SKE) course, which we offer over 16 weeks, before you start your PGCE.

Assignments and school-centred activities are structured around the development of your School Experience Progress Journal (SEPJ) which demonstrates your progress against the nationally agreed competences (the Teachers’ Standards), which all teachers must meet throughout their career. A system of continuous review and assessment of progress in the SEPJ will support your growing ability to take responsibility for your own development.

Why Choose Us?

  • At least 120 days across a minimum of two placements, in line with the National College for Teaching and Learning (NCTL) requirements, supported by a subject mentor in your school and a personal development tutor at the University.
  • If you have a minimum of a 2:2 in your undergraduate degree, a Master's or a PhD, in a relevant subject, you may be eligible for a bursary from the NCTLFor 2017 entry this bursary is £20,000 if you have a 2:2, 2:1 or Master's and £25,000 if you have a First or PhDA higher level scholarship of £27,500 may be available from the Royal Society of Chemistry subject to ability and meeting application deadlines.
  • We’re proud of our high employability rates, with 100 per cent of 2016 graduates in employment or further study six months after completing this course (latest DLHE survey results 2015/16).
  • If you accept an offer from us you’ll be able to take part in our free Skills Test ‘bootcamps’ to make sure you’re ready to start your PGCE in September.
  • You'll gain Master's level credits gained as part of this course that you can then use towards a full Master's degree, such as our Master’s in Teaching and Learning or Educational Leadership.

Entry requirements

You must have a good degree (minimum 2:2 but 2:1 or 1st preferred) from a UK higher education institution or equivalent, with a significant chemistry or chemistry-related content, for example from biochemistry or materials science. You must have a GCSE grade C or above (or equivalent) in both English language and mathematics prior to application and if you are offered an interview you will take a written test to assess your standard of English.

For entry onto a teaching course you will also be required to pass the Skills Tests in Literacy and Numeracy. Please visit the Department for Education website for further information.

There is an expectation that you will have had some general experience of working with secondary age students in a school setting. In preparation for the selection interview stage of the recruitment process you are required to engage in a teaching episode, observed by an experienced qualified teacher.

As part of the selection procedure, the interview panel will expect you to demonstrate your knowledge of chemical sciences and will assess personal qualities such as the potential to relate well to secondary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.

Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).

How to apply

All applications need to be made via the UCAS Teacher Training website.

Course code: 32XT



Read less
If you have an interest in both the physical aspects of science associated with forces, energy, waves, electrical effects and feel comfortable with mathematics, then our Physics with Mathematics course will suit you. Read more
If you have an interest in both the physical aspects of science associated with forces, energy, waves, electrical effects and feel comfortable with mathematics, then our Physics with Mathematics course will suit you. This particularly suits people who initially feel less confident with the chemical and biological elements of the science curriculum but are willing to teach some mathematics instead. Our course looks at the key ideas which underpin the teaching of Physics, Science and Mathematics in schools today and the way children's understanding of concepts develops.

We offer routes allowing a main specialism from biology, chemistry, physics, mathematics and this physics with mathematics programme for key stages 3 & 4 or 4 & post-16 teaching each requiring applicants with relevant post-16 qualifications. As all science teachers need to show a willingness to contribute significantly to subject teaching outside their main specialism this route allows some of this to come from the teaching of mathematics. As you will not necessarily be expected to enter the course with an expert knowledge of all these areas, therefore top-up and enhancement courses are available through the university both before and during the course.

The PGCE in Physics with Mathematics is offered only on a full-time basis.

Read less
Learn how to teach science and chemistry to 11 to 16-year-olds with this National College for Teaching and Leadership (NCTL) accredited PGCE School Direct course. Read more
Learn how to teach science and chemistry to 11 to 16-year-olds with this National College for Teaching and Leadership (NCTL) accredited PGCE School Direct course. You’ll learn the principles of teaching chemistry and get the vital hands-on experience necessary for later employment. Those already on our PGCE School Direct Secondary courses attain high results, with 95% achieving an Ofsted good or outstanding grade by the end of the course and 96% going on to obtain employment, often with their placement schools.

More about this course

Successfully complete this this NCTL accredited PGCE Secondary Science with Chemistry course to achieve Qualified Teacher Status (QTS) and become a teacher of science for students up to 14 years old and chemistry for 15 to 16-year-olds. There’s also the opportunity to teach at the 16 to 18 age range.

You’ll develop your teaching strategies and pedagogical techniques at London Met and learn the fundamentals of how children learn. These study sessions will include collaborative projects and school-based work with other trainees, as well as how to implement teaching and pupil assessment.

Our PGCE School Direct course uses its London location to widen your experience of teaching in multicultural urban environments. Through your two placements you’ll help develop lesson plans and contribute to the development of pupils’ scientific skills and knowledge. London Met also provides you with the opportunity for post-16 teaching experience wherever possible.

Our commitment to your development has lead to high quality reviews from Ofsted:

"Trainees and NQTs are enthusiastic about their subject, and plan and teach lessons that are well structured. They make good use of subject-specific vocabulary in their planning and teaching."
Ofsted, 2015

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio which is compiled throughout the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
-The Educational Research Assignment, which allows you to explore an educational issue

There are no examinations.

We place great emphasis on feedback from your peers and colleagues on the placement. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a Secondary teacher.

Professional accreditation

This course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

This is a year-long course.

Module 1, Curriculum Studies, includes:
-The theoretical underpinning of the practice that you'll take into the classroom
-Access to the pedagogical knowledge and understanding required to effectively plan and teach well structured lessons in the secondary curriculum
-Sessions on Chemistry
-Training to assess school pupils’ progress in each of the these curriculum areas

Module 2, Professionalism and Inclusive Practice (PIP), includes:
-Support for the wider professional development of each student teacher
-Discussion of the role of children’s rights and how this underpins effective learning relationships
-Understanding of different aspects of inclusive education
-Introduction to the whole school and wider children’s workforce
-Teamwork and collaborative discussion across different subject areas

Work placement:
-120 days in a London placement learning to teach with a mentor in secondary schools

In both University and classroom contexts, your self-directed study is extremely important in order to support your development of purposeful educational enquiry, preparing effective teaching resources and ensuring up-to-date subject knowledge.

What our students say

“The course is well-structured and gives a solid grounding in the pedagogical disciplines needed for a career in teaching. The highlight for me has been the quality of the subject tutors. All the tutors I’ve worked with have been highly knowledgeable, approachable and more than capable of pushing students to reach their potential as future teachers.” Martin Gadgill, trainee of our PGCE Secondary Science with Chemistry

After the course

On successful completion of the course you will achieve Qualified Teacher Status (QTS) for teaching science at Key Stage 3 (ages 11-14) and Key Stage 4 (ages 14-16) and your chemistry specialism at Key Stage 4. London Met's students have an excellent rate of gaining Qualified Teacher Status and finding teaching positions within six months of graduating. Our trainees have gone on to become chemistry teachers at schools including Cardinal Pole Catholic School, South Hampstead High School, Platanos College and more.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

PGCE School Direct

The School Direct model aligns the training calendar for the student teacher with the PGCE offered at the university. This means we can only offer places in Early Years, Primary and Secondary levels teaching Maths, Modern Languages and Science with a specialism in Biology, Chemistry or Physics.

You will attend the training workshops at the university with other regular PGCE students. The placements of 120 days will be planned to take place within the school or consortium of schools with the School Direct allocation. This time could be divided between two schools with some flexibility.

The consortium is part of the much larger family of nearly 100 schools partnered with London Met and School Direct. This large body of schools have joined with us to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University and the school placement divided between two partner schools.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

Read less
Accurate and efficient scientific computations lie at the heart of most cross-discipline collaborations. It is key that such computations are performed in a stable, efficient manner and that the numerics converge to the true solutions, dynamics of the physics, chemistry or biology in the problem. Read more
Accurate and efficient scientific computations lie at the heart of most cross-discipline collaborations. It is key that such computations are performed in a stable, efficient manner and that the numerics converge to the true solutions, dynamics of the physics, chemistry or biology in the problem.

The programme closely follows the structure of our Applied Mathematical Sciences MSc and will equip you with the skill to perform efficient accurate computer simulations in a wide variety of applied mathematics, physics, chemical and industrial problems.

The MSc, has at its core, fundamental courses in pure mathematics and students will be able to take options from both pure and applied mathematics.

Students will take a total of 8 courses, 4 in each of the 1st and 2nd Semesters followed by a 3-month Project in the summer. A typical distribution for this programme is as follows:

Core courses

Modelling and Tools;
Functional Analysis;
Partial Differential Equations;
Pure Mathematics (recommended).

Optional Courses

Mathematical Ecology;
Optimization;
Numerical Analysis of ODEs;
Applied Mathematics;
Dynamical Systems;
Stochastic Simulation;
Applied Linear Algebra;
Partial Differential Equations;
Numerical Analysis;
Bayesian Inference and Computational Methods;
Geometry.

Typical project subjects

Domain Decomposition;
Mathematical Modelling of Crime;
The Geometry of Point Particles;
Can we Trust Eigenvalues on a Computer?;
Braess Paradox;
The Ising Model: Exact and Numerical Results;
Banach Alegbras.

The final part of the MSc is an extended project in computational mathematics, giving the opportunity to investigate a topic in some depth guided by leading research academics from our 5-rated mathematics and statistics groups.

Read less
Learn how to teach science and chemistry to 11 to 16-year-olds with this National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct course. Read more
Learn how to teach science and chemistry to 11 to 16-year-olds with this National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct course. You’ll attend sessions at both London Met and one of our partnership schools in London, learning the principles of teaching chemistry and getting the vital hands-on experience necessary for later employment. Trainees on our PGCE School Direct Secondary courses achieve high results, with 95% receiving an Ofsted good or outstanding grade by the end of the course and 96% going on to obtain employment, often with one of their placement schools. In the most recent (2014-15) Destinations of Leavers from Higher Education (DLHE) survey, 100% of graduates from this course were in work or further study within six months.

More about this course

Successfully complete this NCTL-accredited PGCE Secondary Science with Chemistry course to achieve Qualified Teacher Status (QTS) and become a science teacher for students up to 14 years old and chemistry teacher for 15 to 16-year-olds. You may also the opportunity to teach at the 16 to 18 age range.

You’ll develop your teaching strategies and pedagogical techniques at London Met as well as exploring the fundamentals of how children learn. These study sessions will include collaborative projects and school-based work with other trainees, as well as how to implement teaching and pupil assessment.

The PGCE School Direct course benefits from our London location, which will widen your experience of teaching in multicultural urban environments. Through your two placements at our partnership secondary schools, you’ll help develop lesson plans and contribute to the development of pupils’ scientific skills and knowledge. London Met also provides you with the opportunity to teach children over 16 years old wherever possible.

We place great emphasis on the importance of gaining feedback from your peers and colleagues during your placements. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a secondary teacher. Our commitment to your development has lead to positive reviews from Ofsted:

"Headteachers are particularly complimentary about the fact that the trainees and newly qualified teachers are prepared well to meet the specific challenges of pupils in the context of London schools."
Ofsted 2015.

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio, which is compiled throughout the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
-The Educational Research Assignment, which allows you to explore an educational issue

There are no examinations.

Professional accreditation

This course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

The modules listed below are for the academic year 2016/17 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:
-Curriculum Studies (core, 30 credits)
-Professionalism and Inclusive Practice (core, 30 credits)
-School Experience to Progress Point 2 (core, 15 credits)
-School Experience to Progress Point 5 (core, 45 credits)

What our students say

“The course is well-structured and gives a solid grounding in the pedagogical disciplines needed for a career in teaching. However the highlight for me has been the quality of the subject tutors. All the tutors I have worked with have been highly knowledgeable, approachable and more than capable of pushing students to reach their potential as future teachers.” Martin Gadgill, trainee of our PGCE Secondary Science with Chemistry

After the course

On successful completion of the course you will achieve Qualified Teacher Status (QTS) for teaching science at Key Stage 3 (ages 11 to 14 years old) and Key Stage 4 (ages 14 to 16 years old), and your chemistry specialism at Key Stage 4. London Metropolitan's students have an excellent rate of gaining Qualified Teacher Status and finding teaching positions within six months of graduating. Our trainees have gone on to become chemistry teachers at schools including Cardinal Pole Catholic School, South Hampstead High School, Platanos College and more.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

Read less
The Physics with Mathematics PGCE helps students to develop the professional skills and knowledge they need to teach science and mathematics to pupils across the 11–14 age range, as well as teaching physics to pupils aged up to 18. Read more
The Physics with Mathematics PGCE helps students to develop the professional skills and knowledge they need to teach science and mathematics to pupils across the 11–14 age range, as well as teaching physics to pupils aged up to 18. We are committed to creative and interactive approaches to teaching science to promote student engagement and learning.

Degree information

Students will acquire a critical understanding of current debates and issues relating to physics and mathematics education, and will be guided and supported in developing their subject knowledge. We expect students to engage with reading and research into science and mathematics education and to regularly reflect upon their progress, towards meeting the teaching standards across the 11–18 age range.

Students undertake two level 7 (Master’s-level) modules of 30 credits each, totaling 60 credits. These can be carried forward onto full Master’s programmes at the IOE.

The Secondary PGCE consists of three core modules: two Master’s-level (level 7) modules, which are assessed through written assignments, and the Professional Practice module, which is assessed by the observation of practical teaching in placement schools.

Completion of the Professional Practice module and the two level 7 (Master’s level) modules (60 credits) will result in the award of a Postgraduate Certificate of Education (PGCE). Completion of the Professional Practice module and one or two level 6 (undergraduate/Bachelor’s level) modules, will lead to the Professional Graduate Certificate of Education (PgCE). There are no optional modules for this programme.

Core modules
-Science Education in the Broader Context (30 Master's-level credits)
-Wider Educational Issues (30 Master's-level credits)
-Professional Practice

Placement
Students will undertake at least two placements (120 days) at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor.

During school placements, you may teach:
-Key Stage 3: science (including elements of physics, chemistry, biology) and mathematics
-Key Stage 4: science (all areas) or physics (depending on school placement)
-Key Stage 5: AS/A2 level physics

Teaching and learning
The Physics with Mathematics PGCE is delivered via keynote lectures, seminars, workshops, tutorials and directed study days as well as time spent in placement schools or colleges. Assessment is by practical teaching observation, assignments and a portfolio (which links with continuing professional development in the induction year).

Careers

Graduates of this programme are currently working across schools in London and around the UK as teachers, heads of departments and heads of year. Some graduates decide to pursue an academic science education route by pursuing Master's or doctoral level study.

Top career destinations for this degree:
-Science Teacher, Unspecified Girls' School
-Physics Teacher, Unspecified Secondary School
-Science Teacher, Unspecified Boys' School
-Science Teacher, Unspecified Secondary School

Employability
A PGCE from the IOE carries considerable currency in schools which, alongside the quality of training you receive, puts you in a strong position in the employment market. Last year, all those students who sought employment in a school were successful. We expect 100% success rate in gaining a post in a school by the end of the year.

Why study this degree at UCL?

Students on the Physics with Mathematics PGCE work with a team of expert subject tutors who have all previously been classroom teachers and are actively involved with science education research, curriculum development and consultancy.

During teaching practice, student teachers benefit from the support of subject specialist mentors within our network of over 200 schools throughout Greater London and beyond, ensuring each has the opportunity to become a skilled and confident teacher.

The programme offers unique opportunities including teaching sessions at museums and Kew Gardens, and residential trips, developing students’ understanding of learning science outside the classroom.

Read less
School Direct (Tuition Fee) is a route into teaching at both primary and secondary levels. Trainees join other student teachers on the established Physics with Mathematics PGCE programme at the UCL Institute of Education (IOE), whilst undertaking their teaching experience at their host school or alliance. Read more
School Direct (Tuition Fee) is a route into teaching at both primary and secondary levels. Trainees join other student teachers on the established Physics with Mathematics PGCE programme at the UCL Institute of Education (IOE), whilst undertaking their teaching experience at their host school or alliance.

Degree information

Students will acquire a critical understanding of current debates and issues relating to physics and mathematics education, and will be guided and supported in developing their subject knowledge. We expect students to engage with reading and research into science and mathematics education and to regularly reflect upon their progress, towards meeting the teaching standards across the 11–18 age range.

Successful completion of the Professional Practice module and successful completion of the two modules (60 credits) at level 7 will result in the award of a Postgraduate Certificate of Education (PGCE). Where less than 60 credits are achieved at level 7 but are successfully passed at level 6 a Professional Graduate Certificate of Education (PgCE) will be awarded. There are no optional modules for this programme.

Core modules
-Science Education in the Broader Context (30 Master's-level credits)
-Wider Educational Issues (30 Master's-level credits)
-Professional Practice

Placement
Student Teachers undertake at least two placements (totaling 120 days) at a school or college, during which time their teaching practice will be supported by a school subject tutor and mentor. The Professional Practice module is assessed through these placements, associated tasks and a portfolio.

You may teach:
-Key Stage 3: Science (including elements of physics, chemistry and biology) and mathematics
-Key Stage 4: Science (all areas) and/or physics (depending on school placement)
-Key Stage 5: AS/A2 level physics

Teaching and learning
The Physics with Mathematics PGCE is delivered via keynote lectures, seminars, workshops, tutorials and directed study days as well as time spent in placement schools or colleges. Assessment is by practical teaching observation, assignments and a portfolio (which links with continuing professional development in the induction year).

Careers

Graduates of this programme are currently working across schools in London and around the UK as teachers, heads of departments and heads of year. Some graduates decide to pursue an academic science education route by pursuing Master's or doctoral level study.

Employability
A PGCE from the IOE carries considerable currency in schools, which alongside the quality of training you receive, puts you in a strong position in the employment market. Last year, all those students who sought employment in a school were successful. We expect 100% success rate in gaining a post in a school by the end of the year.

Why study this degree at UCL?

The Physics with Mathematics PGCE helps students to develop the professional skills and knowledge they need to teach Science and Mathematics to pupils across the 11–14 age range, as well as teaching Physics to pupils aged up to 18. We are committed to creative and interactive approaches to teaching science to promote student engagement and learning.

Students on the Physics with Maths PGCE work with a team of expert subject tutors who have all previously been classroom teachers and are actively involved with science education research, curriculum development and consultancy. During teaching practice, student teachers benefit from the support of subject specialist mentors within our network of over 200 schools throughout Greater London and beyond, ensuring each has the opportunity to become a skilled and confident teacher.

The programme offers unique opportunities including teaching sessions at museums and Kew Gardens, and residential trips, developing students’ understanding of learning science outside the classroom.

Read less
Learn how to share your enthusiasm for chemistry and inspire the next generation of children and young people. This course enables you to achieve qualified teacher status (QTS). Read more

Learn how to share your enthusiasm for chemistry and inspire the next generation of children and young people.

This course enables you to achieve qualified teacher status (QTS). It equips you to teach National Curriculum science at Key Stages 3 and 4 and to teach chemistry at higher level Key Stage 4 and post-16 teaching.

Chemistry teachers are in high demand, so the job prospects when you qualify are very good. And since chemistry is a priority subject, you could be eligible for a tax-free bursary of up to £25,000.

During the course you develop the skills, knowledge and understanding to teach pupils of all abilities by

  • enhancing your subject knowledge and skills
  • learning to use relevant literature, research and educational theories relating to teaching science and the wider curriculum
  • building your confidence and enthusiasm to become a successful teacher of pupils at all levels of ability
  • developing a wide range of interactive and engaging teaching strategies
  • developing your classroom management and behaviour management skills
  • using a variety of techniques for monitoring pupils' progress
  • learning about the wider role of teachers in school
  • learning about the way schools and the education system function
  • understanding how to apply your skills and knowledge in a school setting
  • developing your evaluation and critical reflection skills
  • meeting the QTS standard for teachers

With our PGCE you complete two periods of school-based training in 11–16, 11–18 or post-16 settings. This allows you to experience the full progression through at least two key stages. In total you spend around 120 days on school-based training.

While on placement you benefit from excellent support and mentoring from a university-trained mentor. We have placement links with over 600 schools and other institutions, we are also involved with a variety of lead schools on the School Direct programme, and many of our students end up being offered teaching jobs in the schools that they train in.

All of our practical sessions take place in purpose-built labs, which replicate the teaching areas typically found in schools.

During the course, you’ll be able to choose to complete either the PGCE or the professional graduate certificate in education (ProfGCE). Both qualifications will earn you QTS status, but the PGCE also gives you 60 credits towards a masters degree.

School direct

Apply for a place through the School Direct scheme for a dedicated route into a job after graduation. On the School Direct route, the school or partnership of schools that you've applied to will be much more involved in your selection, recruitment and professional development as there is the expectation that you will be employed by them once qualified.

For more information visit our School Direct page

Expert tutors

Our expert science tutors have over 120 years’ teaching experience between them. They have held positions ranging from head of department to assistant head and head of year in a variety of local, national and international schools, where they were responsible for teacher trainees, the induction of NQTs and staff development. They continue to retain close links with many local schools.

Course structure

Modules:

  • developing and reflecting on subject knowledge and subject pedagogy
  • developing and reflecting on professional practice
  • school based training 1
  • school based training 2

We support your work in schools with a programme of preparation and support. You experience various school placements, including at least two continuous blocks of time on teaching practice. These are in two different schools and usually require some travelling within the region.

Assessment

  • academic assignments including practice-based essays
  • individual and group work
  • presentations and reports
  • preparing teaching materials and plans
  • teaching practice

Employability

We have a superb record for graduate employment: Over 96% per cent of our PGCE graduates are teaching or in further study within six months of graduating.

Many students gain employment in the region, thanks to our excellent links with over 600 placement partners. About a third of our students accept a job where they did a placement.

After completing this course, you are able to teach science at Key Stages 3 and 4, and to teach chemistry at a higher level, at Key Stage 4 and post-16. You could choose to teach in a range of settings, such as 11–16 or 11–18, as well as in the learning and skills sector (also called post-16 or post-compulsory education).

The UK government is actively recruiting more science teachers, so specialising in chemistry is a good move.



Read less

Show 10 15 30 per page



Cookie Policy    X