About the course
We believe strongly that to be able to teach successfully you must acquire a good understanding of the 'big ideas' of science as well as learning about how to teach Chemistry.
Your university-based time is therefore divided into two main parts:
Core Science in all disciplines addresses your own understanding of the key concepts underpinning science. Many students approach this theme with excellent qualifications but have never had an opportunity to explore their understanding of these concepts. Our students have said that this part of the course is "thought provoking", "enlightening" and "challenging". You are expected to follow up this work with tutor and peer group support, using the extensive library facilities.
Science Education Issues looks at pedagogical issues relevant to how Chemistry is actually taught. Some of the teaching for Science Education will take place in a school setting.
The course is organised as three modules:
- Professional Issues in school based education
- Teaching and Learning in the Curriculum
- Self-directed Study
We use various teaching and learning styles to enable you to explore issues such as:
- motivating pupils in science
- questioning strategies
- planning lessons to maximise pupils' active involvement
- planning to allow pupils' understanding to progress
- the value of different types of practical work
- the use of IT to enhance scientific understanding
The science team has an international reputation for its work on teaching pupils the understanding necessary for investigative science. This is often referred to as 'the thinking behind the doing'. The importance we place in this aspect of science is reflected in the course.
You will be based in two of our Partnership schools where you will have the opportunity to develop your skills in a live teaching context.
The school-based activities involve structured classroom observations, planning and research projects and practical teaching - the latter starting by teaching individual pupils, eventually leading through group work to full classroom teaching.
The interview will usually be conducted by two members of the Initial Teacher Education (ITE) team; one will be an academic member of staff from within the School of Education whilst the other will be a colleague from a local school involved in the professional aspect of the course.
The interview will explore the interviewee's experiences and provide them the best opportunity to demonstrate their knowledge, understanding and desire to become a Chemistry teacher.
The interview session will comprise of three parts – a welcome presentation, a short written task as well as an individual interview (which includes a short 5 minute presentation). The time at which you must report for your interview session will be clearly indicated on your interview email and you will be allocated your individual interview time on arrival. Your written task should be handed in to reception once completed.
How school placements work
You will be required to meet the minimum of 120 days in School.
Our programme is designed to accomplish this in a phased manner to guide and support your development.
There are three integrated components: the concurrent course, the preliminary teaching practice and the main teaching practice. The concurrent course, undertaken in the two teaching practice schools, consists of three days of school-based work and two days of university-based work. These two elements fully complement each other and the work undertaken as part of the university-based course is applied during the school visits and teaching practices.
The block placements will be in different schools to give you the widest range of teaching experience and working across different teaching key stages.
Our partnership spreads across County Durham and beyond, so we work closely with schools and applicants to find the most appropriate placements. You may be expected to travel for up to an hour to reach a placement school.
You will have an opportunity in advance of the programme start date to adviseus of your living arrangements & transport options to assist us in finding the most appropriate placements
The course fees for 2020/2021 are as follows:
You could be eligible for either:
- a scholarship of £28,000
- a bursary of £26,000
With a scholarship or bursary, you'll also get early career payments of £2,000 each in your second, third and fourth years of teaching (£3,000 in some areas of England).
To qualify for a scholarship you’ll need a degree of 2:1 or above in Chemistry or a related subject. For a bursary you’ll need a 2:2 or above in any subject.
You can’t claim both a bursary and a scholarship - you can only claim one.
Find out how to apply for a scholarship. You don’t need to apply for a bursary - if you’re eligible, you’ll automatically start receiving it once you begin your course. Find out about eligibility for bursaries and how you’ll be paid.
You may also be eligible for a loan while you study.
Find out about financial support if you’re from outside the UK.
- The equivalent of a UK lower second class honours degree of which approximately 50% is comprised of Chemistry or a similar subject.
- A levels or equivalent in at least two science subjects should your degree have less than 50% relevant subject knowledge and wish to apply for a Subject Knowledge Enhancement course (SKE)
- GCSE English and Mathematics at Grade 4 (or C) or above (or equivalent) which must be achieved at the time of application.
- A demonstrable an interest and involvement in the lives and development of young people
- Your professional and interpersonal qualities and your commitment to teaching will be considered when making an admissions decision
Successful candidates will require:
- Enhanced DBS check carried out by Durham Unviersity
- Be declared Fit to teach
About the training provider
We are very proud to be one of the leading departments for education in the UK, as we regularly feature in the top five in national university league tables such as 5th in the Guardian University Guide 2020 as well as 3rd in The Times and Sunday Times Good University Guide 2019, and 9th in the Complete University Guide 2020. We also rate highly in the world rankings, 74th in the QS World University Rankings 2019.
As a Department, we also lead the way in high quality research, 5th in the field of education nationally and joint 1st in the UK for world-leading research impact. Together with our OFSTED outstanding rated Initial Teacher Education provision we are a major contributor in the field of education.
You can be assured of high quality teaching as we have been awarded the highest possible accolade, Gold, in the Teaching Excellent and Student Outcomes Framework (TEF).
Training with disabilities and other needs
Durham University has a Disability support team who offer advice and guidance to both prospective and current students within the University. We also arrange appropriate provision for disabled students, as well as offer support to those who think they may have a disability.
The School of Education has successfully supported students with learning disabilities, hearing and visual impairments to obtain QTS and become teachers.
The School of Education is situated on the Hild Bede site where access can be limited in places for those with a physical disability. Please contact us for more information or check on the Access Go site which has up to date information :
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You’ll also need to choose a training location – select the relevant location name on the application form.
School of Education, Leazes Road, Durham, Durham DH1 1TA
Support and advice
For questions about this course you should contact the training provider using the contact details above.
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