AQH-B2-3a Transitional Undergraduate Programme Specification Template

Transcription

1 Quality Handbook AQH-B2-3a Transitional Undergraduate Programme Specification Template February 2014 TRANSITIONAL PERIOD PLEASE NOTE: paper programme specifications will not be used when the online database is live, please use this template in the interim period. Please ring your Quality Assurance and Enhancement Officer for advice when starting development. AQH-B2-3a Transitional Undergraduate Programme Specification Template Please note: Standard text is in grey highlight; SECTION A: CORE INFORMATION 1. Name of programme Physics with Mathematics Education 2. Award title BSc (Hons) Physics with Mathematics Education 3. Programme linkage Is this part of group of linked programmes between which students can transfer at agreed points? No 4. Is the programme a top-up only? No 5. Does the programme have a Foundation Year (level 3) associated with it so that students enter for a four-year programme and progress directly from the Foundation Year to Stage 1 without having to re-apply? Yes Page 1 of 23

2 6. Level of award Level 3 Level 4 Level 5 Level 6 Level 7 7. Awarding body: University of Sunderland 8. Which department is it in? Education 9. Programme Studies Board? Education Studies 10. Programme Leader Rob Hughes 11. How and where can I study the programme? At Sunderland: Full-time on campus Part-time on campus As work-based learning full-time As work-based learning part-time As a full-time sandwich course As a part-time sandwich course By distance learning 12. How long does the programme take? Min number of years / months Max number of years / months Full-time 4 years 4 years Part-time Distance learning Work-based learning For start-dates please see the current edition of the Prospectus or contact the relevant department at the University. SECTION B FURTHER CORE INFORMATION Use Outline Programme Proposal Form for ADC (AQH-B2-2), for questions 13 to 25 Page 2 of 23

3 26. Learning and teaching strategy. Most sessions will be taught in order to model good practice for students training to become secondary Physics with Mathematics teachers. These sessions will include an appropriate balance of exposition by the teacher, discussion, practical work, consolidation and practice of skills and routines, investigations and problem solving. ICT will be used both by the teacher to demonstrate its use and by students to complete tasks within the sessions. Students will use both generic ICT software and specialist mathematics and scientific software both within sessions and in their own time. Students will work in groups at different times throughout the course, often informally within a session. Resources from the sessions will be made available through the University s VLE. 27. Retention strategy. The programme leaders will expect to be in regular contact with all students on the programme, either by teaching a module in Semester 1 and/or Semester 2, or by frequently meeting students informally before or after other taught sessions. 28. Any other information. Stage 3 (level 6) is already a successfully functioning year and has been operating for a considerable period of time. It is the Stage 0 (level 3), Stage 1 (level 4), Stage2 (level 5) which need to be approved by this board, the final Stage 3 (Level 6) has already been approved. SECTION C - TEACHING AND LEARNING 29. What is the programme about? The programme prepares students to train as a secondary Physics with Mathematics specialist teacher and gain QTS within 4 years of completing compulsory secondary education in Mathematics and Science or equivalent. The novel approach of Stage 0 (level 3) will allow students who have not studied Physics with Mathematics to A level or equivalent adding new opportunities for a greater range of potential teachers. Those who have studied Physics and Mathematics at A level or equivalent will be able to join the course in Stage1 (level 4). Those with 120 level 4 credits at HE level in appropriate subjects will be able to join the programme at Stage 2 (level 5). All students will be taught in parallel in Stage 3 alongside the PGCE cohort, so the shared input contributes to the viability of the programme overall. This is a four year programme with an FdA year and therefore the entry requirements are less that they are for a normal 3 year programme. 30. What will I know or be able to do at each Stage of the programme? Learning Outcomes Stage 0 Skills By the end of this Stage of the programme successful students should know, understand or be able to do the following: S1. Develop appropriate ICT skills relevant to the demands of the modern classroom. S2. The ability to plan and carry out investigations safely and appropriately. Page 3 of 23

4 Learning Outcomes Stage 0 Knowledge By the end of this Stage of the programme successful students should know, understand or be able to do the following: K1. Demonstrate knowledge of core mathematical and Physics subject knowledge appropriate to entry at HE level 4 Learning Outcomes Stage 1 Skills By the end of this Stage of the programme successful students should know, understand or be able to do the following: Students will be able to S3. Apply mathematical and physics subject knowledge in academic assignments at level 4 Learning Outcomes Stage 1 Knowledge By the end of this Stage of the programme successful students should know, understand or be able to do the following: Students will have: K2. Extended mathematical and physics subject knowledge beyond level 3 in a range of areas. Learning Outcomes Stage 2 Skills By the end of this Stage of the programme successful students should know, understand or be able to do the following: Students will be able to: S4. Apply a variety of mathematical and physics solutions to a range of problems. S5. Identify links between different areas of mathematics, physics and science. S6. Plan and carry out a range of investigations both mathematical and scientific. Learning Outcomes Stage 2 Knowledge By the end of this Stage of the programme successful students should know, understand or be able to do the following: Students will have: K3. an in-depth and broad-based understanding of key mathematical and physics concepts and skills to an appropriate standard related to their place in the secondary school curriculum. Learning Outcomes Without recommendation for QTS Skills If you are awarded an Ordinary degree without QTS or Honours without QTS you will have achieved the majority of the learning outcomes for the programme studied. However you will have gained fewer credits at Stage 3 than students awarded an Honours degree, your knowledge will typically be less broad and you will typically be less proficient in higher-level skills such as independent learning. Learning Outcomes BSc (Hons) Physics with Mathematics Education (recommended for QTS) In addition to the above, those trainees who complete the BSc (Hons) Physics with Mathematics Education degree programme (and are recommended for QTS) will have achieved the following learning outcomes. Learning Outcomes Stage 3 Skills By the end of this Stage of the programme successful students should know, understand or be able to do the following: to apply: Page 4 of 23

5 S7. their subject knowledge in a form which is appropriate to the needs of the learner both in terms of content and teaching methodology and meets the demands of the school/college and National Curriculum, Learning Outcomes Stage 3 Knowledge By the end of this Stage of the programme successful students should know, understand or be able to do the following: to demonstrate: K4. their knowledge and understanding of the National Curriculum and Programmes of Study in their subject area, and a comprehension of the whole framework within which they will operate; K5. their ability to create and maintain a stimulating and appropriate learning environment; K6. their understanding of assessment and the selection and application of appropriate assessment techniques; K7.their ability to evaluate their own teaching and the learning of their pupils. Learning Outcomes BSc (Hons) Physics with Mathematics Education with HE credit (recommended for QTS) Contains all the elements of the above with the addition of 30 level 7 credits. 31. What will the programme consist of? Each undergraduate programme consists of a number of Stages from a minimum of 1 to a maximum of 4, each of which is equivalent to a year s full-time study. The summary below describes briefly what is contained in each Stage. Most programmes have a mixture of core (ie compulsory) modules and optional ones, often with increasing choice as you move through the programme and gain in experience. In some programmes the choice of optional modules gives you particular routes through the programme. The programme structure including a detailed list of modules can be found in the programme regulations. As this is a programme leading to a professional award, all students will study all modules. Stage 0 Stage 0 will focus on developing a secure foundation in the key concepts of Physics with Mathematics beyond which students will have previously met at AS level or equivalent. For example students will develop their knowledge of the scientific method and cover core concepts such as Electricity, Forces and Energy. In Mathematics, students will develop skills and knowledge in the use of Calculus and other core Mathematical techniques. An additional module will provide students with the ability to develop their skills in IT and E- learning. Stage 1 Year 1 includes modules designed to extend students knowledge of mathematical and physical techniques consolidating some they have met already at A level or equivalent and also extending their knowledge beyond what they will have studied previously. For example the topic of Electricity and Energy will be developed further in areas such as efficiency and thermodynamics. In Mathematics student will develop skills and knowledge in the area of ICT to enhance understanding and teaching. An additional module will focus on educational issues. Stage 2 Modules in year 2 will focus on the further development of key concepts in the curricula of schools and also the development of investigative techniques and their use to maximise learning in schools. For example the consideration of modern investigative techniques and new evidence Page 5 of 23

6 which sheds light on our understanding of the physical world. Mathematics students will apply techniques to new and novel situations to solve problems. An additional module will focus on enterprise, entrepreneurship and creativity issues Stage3 Year 3 is the professional year in which students spend a significant proportion of the year in schools (or colleges) being supported as trainee teachers. 32. How will I be taught? Scheduled teaching activities Independent study Placement (in Year 3) Most sessions will be taught in order to model good practice for students training to become secondary Physics with Mathematics teachers. These sessions will include an appropriate balance of exposition by the teacher, discussion, practical work, consolidation and practice of skills and routines, investigations and problem solving. ICT will be used both by the teacher to demonstrate its use and by students to complete tasks within the sessions. Students will use both generic ICT software and specialist software both within sessions and in their own time. Students will work in groups at different times throughout the course. Some resources from the sessions will be made available through the University s VLE, Sunspace. A list of the modules in each Stage of the programme can be found in the Programme Regulations. A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching. 33. How will I be assessed and given feedback? Timed tests Coursework Practical assessments Presentations Posters (including teaching) A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching (Appendix 2) The generic assessment criteria which we use can be found here. Some programmes use subjectspecific assessment criteria which are based on the generic ones. This programme uses the Generic University Assessment Criteria This programme uses the Subject Specific Assessment Criteria YES YES The University regulations can be found here. In years 0, 1 and 2 most modules will be assessed through coursework and timed tests assessing students ability to complete mathematical and physics work independently and present written work in a conventional form. Additional forms of assessment will be poster presentation, log books and timed presentations on specific related subjects. Page 6 of 23

7 During year 3 trainees will follow the existing professional year programme. In the course of this year it is expected that trainees will have the opportunity to complete a Case Study at Masters level. Their performance in this task will not contribute towards a final degree classification, but if a pass is achieved in this task trainees will be awarded 30 HE credits at level Teaching, learning and assessment matrix (Appendix 2). 35. How does research influence the programme? The programme is designed to prepare students to teach up to and including age 16, GCSE level Physics with Mathematics. Staff will use their own personal development and research interests to inform teaching. One team member is an experienced A level marker. The students will also have the opportunity to undertake a case study at Masters level which is designed to help them inform their own teaching. Staff developing with the programme are actively involved with an international Comenius project. The aim of this is to integrate mathematics and science teaching. Current trainees are involved with producing materials for the project. Schools and colleges have been consulted as to the nature of the market place for graduates and needs of schools for teachers with these particular skills. SECTION D EMPLOYABILITY 36. How will the programme prepare me for employment? The programme gives trainees the opportunity to develop graduate skills which can be used in the future. Some skills are more specific than others to the subject area, or to a particular type of activity, but all skills can be applied in a range of employment situations. This programme sets out to ensure that trainees will both gain a degree and be awarded QTS in a 4 year period. It is expected that by the end of the programme trainees will be ready to start employment as a qualified teacher the following September. There is a shortage of Physics with Mathematics teachers and so long as trainees are successful on their programme they can expect to obtain employment in the region of their choice. A statement from No 10 Downing street on December 9 th 2014 headlined with Maths and science must be the top priority in our schools, says Prime Minister Teachers in school have taken an active part in the development of the professional year (Stage 3 of their programme) and teachers in schools and colleges will be responsible for supporting them as they set out to meet the teaching standards. For information about other opportunities available to our students who study on campus, click here. 37. Particular features of the qualification Successful students will be recommended for QTS following the completion of their degree. This will enable them to teach in schools in England as a qualified teacher. The students also have the opportunity to complete a level 7 module which is not common in other degrees. 38. Professional statutory or regulatory body (PSRB) accreditation. PSRB accreditation is not relevant to this programme PSRB accreditation is currently being sought for this programme This programme currently has PSRB accreditation Page 7 of 23

8 The programme is currently accredited for Stage 3 until: 2017 (last revalidation event 2011) The relevant PSRB(s) is/are: The National College of Teaching and Leadership (NCTL) for QTS The terms of the accreditation are as follows: The university fulfils the Government requirements as set out for QTS providers. Accreditation: The programmes are all approved by the NCTL. Successful completion of all elements of each programme and the NCTL Skills Tests will lead to the award of Qualified Teacher Status (QTS). The programmes are subject to inspections by the Office for Standards in Education (OFSTED) This depends upon successful completion of the programme. There are programme-specific regulations relating to the following. Details are given in the programme regulations (Appendix 1) The modules to be studied Pass-marks for some or all modules and/or parts (elements) of modules Requirements for progression between one Stage and another Placement requirements Attendance requirements Professional practice requirements Degree classification Interim or exit awards are not accredited. SECTION E PROGRAMME STRUCTURE AND REGULATIONS Use Programme Regulations Form, for questions 39 and 40 SECTION F ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT 41. What are the admissions requirements? Proposed entry requirements Applicants to have 180 UCAS points or equivalent with relevant study of Mathematics and Science subjects. To enter at stage 0. In addition all applicants must meet the current minimum entry requirements for secondary teachers by the start of the programme. All students must have passes at grade C or above in GCSE Mathematics and English or a recognised equivalent qualification. Students may in certain circumstance be directed to a GCSE equivalent test for one or both Mathematics and English. In addition all students must have passed the professional skills test in Numeracy and Literacy before the start of the programme. The current requirements for initial teacher training include the requirements for a DBS check. Provision for medical assessments are based upon the DFEE Circular 8/92 and apply to all Education Programmes. The University s standard admissions requirements can be found in the university regulations. Programme-specific requirements which are in addition to those regulations are given below. Page 8 of 23

9 Can students enter with advanced standing? Yes If yes, to which Stages? Stage 0 Stage 1 Stage 2 Stage 3 If yes, with what qualifications? Stage 1 Applicants would have 240 UCAS points which include the study of both Physics with Mathematics to A level or equivalent. In addition all applicants must meet the current minimum entry requirements for secondary teachers by the start of the programme. All students must have passes at grade C or above in GCSE Mathematics and English or a recognised equivalent qualification. Students may in certain circumstances be allowed to sit a special test for one or both of Mathematics and English for secondary teacher training programmes. Access to this test is only available after a satisfactory interview. In addition all students must have passed the professional skills test in Numeracy and Literacy before the start of the programme. The current requirements for initial teacher training include the requirements for a DBS check. Provision for medical assessments are based upon the DFEE Circular 8/92 and apply to all Education Programmes. Stage 2 Applicants can only be offered a place on the programme if they have already successfully completed 120 credits at a minimum of level 4 and for these to have included appropriate mathematical and physics related subject knowledge. In addition all applicants must meet the current minimum entry requirements for secondary teachers by the start of the programme. All students must have passes at grade C or above in GCSE Mathematics and English or a recognised equivalent qualification. Students may in certain circumstances be allowed to sit a special test for one or both of Mathematics and English for secondary teacher training programmes Access to this test is only available after a satisfactory interview. In addition all students must have passed the professional skills test in Numeracy and Literacy before the start of the programme. The current requirements for initial teacher training include the requirements for a DBS check. Provision for medical assessments are based upon the DFEE Circular 8/92 and apply to all Education Programmes. There is no direct entry to Stage 3 of the programme. The University has a process by which applicants whose experience to date already covers one or more modules of the programme they are applying for may seek Accreditation of Prior Learning (APL). Full details can be found here but if you think that this may be relevant to you, please contact the department which offers the programme you are interested in. 42. What kind of support and help will there be? All students will be allocated a personal tutor, who is likely to be your programme leader. This person will be responsible for advising on your progress and offering support as required. You can Page 9 of 23

10 expect to see your programme leader at regular intervals, either during weekly taught sessions or just informally before or after other module sessions. During your first term you should expect to see you personal tutor on a number of occasions. Discussions are likely to cover your transition into HE, academic assignments and submission deadlines. Later in the course meetings with individual students will be arranged as necessary, such as to review the feedback on your first assignments, and can be set up at your request or by the programme leader. In line with the existing procedures the programme leader will be available to assist and advise on both pastoral and academic issues should they arise. In addition students are able to seek additional help as necessary from central university support staff. All programmes in the Education Department work to a common studies advice support system for remedial action for students who need it. A common mitigation policy is utilised by all module leaders and all programme leaders within the Education Department. All on-campus students have access to the University s central support services including Counselling, Disability Service, Health and Well-being, Chaplaincy, financial support and advice, International Office and Careers and Employability Service. During induction week students will receive a presentation from careers service staff outlining Sunderland Professional award, Sunderland Futures, professional mentoring and a variety of other opportunities. Further meetings will be arranged as appropriate. The Students Union provides an independent service which offers advice and support across the full range of personal and academic problems which students may encounter. Students wishing to lodge a complaint or an appeal can seek advice from the Students Union or from Academic Services. Full details of all these services can be found on the University s web-site. Where appropriate, academic or support staff in the Faculty will sign-post students to these specialist services. The University provides a range of professional support services including health and well-being, counselling, disability support, and a Chaplaincy. Click on the links for further information. 43. What resources will I have access to? On campus In a partner college By distance learning On campus Tick all that apply General Teaching and Learning Space IT Library VLE Laboratory Studio Performance space Other specialist Technical resources In addition to generic resources, you will have access to Autograph software on computers on the David Goldman building gallery, and all students will be offered a copy of Autograph to run on their own PC. (Unfortunately this is not available for Macs.) Information about the University s facilities can be found here. Page 10 of 23

11 44. Are there any additional costs on top of the fees? No, but all students buy some study materials such as books and provide their own basic study materials. Yes (optional) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are additional costs for optional activities associated with the programme (see below) Yes (essential) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are essential additional costs associated with the programme (see below) 45. How are student views represented? All taught programmes in the University have student representatives for each Stage (year-group) of each programme who meet in a Student-Staff Liaison Committee (SSLC) where they can raise students views and concerns. The Students Union and the faculties together provide training for student representatives. SSLCs and focus groups are also used to obtain student feedback on plans for developing existing programmes and designing new ones. Feedback on your programme is obtained every year through module questionnaires and informs the annual review of your programme. Student representatives are also invited to attend Programme and Module Studies Boards which manage the delivery and development of programmes and modules. Various Faculty committees, particularly Faculty Academic Experience Committee, Academic Development Committee and Quality Management Sub-Committee also have student representation. This allows students to be involved in higher-level plans for teaching and learning. There is a parallel structure at university level on which students are represented by sabbatical officers who are the elected leaders of the Students Union. The University s student representation and feedback policy can be found here. Undergraduate programmes only: Final-year students are also invited to complete a National Student Survey (NSS) which asks a standard set of questions across the whole country. The results of this are discussed at Programme Studies Boards and at Faculty Academic Experience Committee to identify good practice which can be shared and problems which need to be addressed. We rely heavily on student input to interpret the results of the NSS and ensure that we make the most appropriate changes. The Physics with Mathematics education staff will see the students regularly through their teaching and informally as most, if not all, modules will be taught in the Forster Building. From experience we expect much student support to arise following s from students; students can expect to receive a response to s in 48 hours, although in practice most are likely to receive a response within 24 hours. Communication from subject tutors has always been a strength of the programme staff in the past. A key means of support is through the provision of resources via Sunspace, and the team will arrange for a separate programme area to be created where documents and resources relevant to the programme will be available. SECTION G QUALITY MANAGEMENT 46. National subject benchmarks Are there any benchmark statements for this programme? Yes There are benchmarks for Education Studies, although these are focused on the study of how individuals develop and learn in general, and the nature of knowledge. There is an expectation within these benchmarks that a degree in education studies will provide opportunities for students Page 11 of 23

12 to study values, personal and social engagement, and how these relate to communities and societies and provide opportunities for an intellectually rigorous study of educational processes, and the cultural, political and historical contexts. In contrast to these benchmarks, this Physics with Mathematics education degree sets out to consolidate Physics with Mathematics subject knowledge (as appropriate for those who will go on to work in secondary schools and colleges) and prepare all students to become future professionals as teachers of mathematics and physics. The programme will however address all the transferable skills expected of a programme in this area. The QAA also publishes a Framework for Higher Education Qualifications (FHEQ) which defines the generic skills and abilities expected of students who have achieved awards at a given level and with which our programmes align. The FHEQ can be found here. 47. How are the quality and standards of the programme assured? The programme is managed and quality assured through the University s standard processes. Programmes are overseen by Module and Programme Studies Boards which include student representatives. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole. The purpose of this is to ensure that the programme is coherent and upto-date, with suitable progression from one Stage to another, and a good fit (alignment) between what is taught and how students learn and are assessed - the learning outcomes, content and types of teaching, learning and assessment. Student achievement, including progress between Stages of the programme and degree classification, is kept under review. The programme review report is sent to the Faculty Quality Management Sub-Committee which in turn reports issues to the University s Quality Management Sub-Committee (QMSC) and Academic Experience Committee (AEC). External examiners are appointed to oversee and advise on the assessment of the programme. They ensure that the standards of the programme are comparable with those of similar programmes elsewhere in the UK and are also involved in the assessment process to make sure that it is fair. They are invited to comment on proposed developments to the programme. Their reports are sent to the Deputy Vice-Chancellor (Academic) as well as to the Faculty so that issues of concern can be addressed. All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK university. The University is subject to external review by the Quality Assurance Agency for Higher Education on a six-year cycle. Their review reports for Sunderland can be found here. Further information about our quality processes can be found here. Please also complete the SITS form (Appendix 3) Page 12 of 23

13 Appendix 1 PART B - PROGRAMME REGULATION/S Name of programme Physics with Mathematics Education Title of final award: BSc (Hons) Physics with Mathematics Education (and recommendation for QTS) Interim awards 1 : All the following awards do not include QTS Certificate in Physics with Mathematics Education Studies Diploma in Physics with Mathematics Education Studies BSc (Ordinary degree) Physics with Mathematics Education Studies BSc (Hons) Physics with Mathematics Education Studies Accreditation: N/a. Programme regulations University Regulations 4.2.1, 2.3.1, Programme-specific regulations to meet Professional Body requirements: For all teacher training programmes leading to a professional qualification 100% attendance is expected. Any student whose attendance falls below 80% without extenuating circumstances will be required to withdraw from their programme. 1. An exemption from the University regulations has been granted to permit this programme to contain modules from different levels at the same Stage and to allow more than 120 credits to be studied at some Stages. This is to ensure that students cover the required range of professional competence modules and subject study. 2. There will be no compensation between level 6 professional modules level 5 and 6 subject modules each of which must therefore be passed with an average of at least 40%. In addition all elements of assessment in all subject modules at Levels 5 and 6 must meet a minimum threshold of 35%. 3. The Re-assessment of Modules - In the case of a student failing a teaching experience module, the student may be reassessed in that module once only at the discretion of the appropriate Assessment Board. Reassessment of teaching experience modules is subject to availability of a satisfactory school placement to be found by the University. Degree classification These regulations apply to students commencing their studies from September 2010 onwards. The degree is classified as follows: the mean average of all the Level 5 modules taken at Stage 2 is calculated and weighted at 20%; the mean average of the best 40 credits of subject study at Level 6 (ie level 6 modules not coded EDP) taken at Stages 2 and/or 3 plus the best 60 credits of all other Level 6 modules (taken at Stages 2 and/or 3) is calculated and weighted at 80%; Page 13 of 23

14 the weighted averages of the Level 5 and Level 6 modules are added and the degree classification is awarded in the light of this in line with University regulations. All interim award titles to have the word studies attached to the main award. This distinguishes between those students who are eligible for Qualified Teaching Status (QTS), and students leaving without QTS at any level Regulations apply to Date the regulations apply Intakes affected students Stage 0 Sept 2015 onwards Stage 1 Sept 2015 onwards Stage 2 Sept 2015 onwards All Stage 3 Sept 2015 onwards All Stage 0 Core modules: Code Title Credits LLS010 Stepping up to Higher Education 10 LLS011 Fundamental Information Skills 10 EDM002 Core concepts in Physics 30 EDM003 Mathematical techniques 20 EDM001 The scientific method 20 EDM004 Calculus and it s application 20 Progression Regulations There are no programme-specific progression regulations Stage 1 Core modules Code Title Credits EDU102 Contemporary Issues in Education 20 EDM176 Developing concepts of energy 30 EDM178 Mathematical techniques 30 EDM177 Waves and fundamental particles 20 EDM179 ICT to support mathematics teaching 20 Progression Regulations See above Stage 2 Core modules Code Title Credits EDU203 Developing Creative Solutions 20 EDM222 The Physical World 30 EDM299 Applications of Mathematics 30 EDM336 The Nature of Science 20 EDM310 The Nature of Mathematics 20 Page 14 of 23

15 Stage 3 ( The Professional Year ) Core modules Code Title Credits EDP361 Professional Studies 1 30 EDP362 Teaching Experience 1 10 EDP363 Professional Studies 2 30 EDP364 Teaching Experience 1 20 EDP365 Professional Studies 3 30 EDPM01* Development of learning: a case study 30 *Students must engage with this module, to demonstrate they appreciate the need to cater for pupils as individuals, but there is no requirement for them to pass the module. Those who pass the module will receive an additional certificate to acknowledge they have gained 30 Credits at level 7. Progression Regulations See above Page 15 of 23

16 Appendix 2 Matrix of modes of teaching, learning and assessment Stage 0 Module Code Core / optional Modes of T&L Stepping up to Higher LLS010 Core L, T, G, GR, SDS, IR, Education AP Fundamental Information Skills LLS011 Core L, T, G, GR, SDS, IR, AP Core concepts in Physics EDM002 Core L, T, G, ICTd, SDS, IR, AP Mathematical techniques EDM003 Core L, T, G, ICTd, ICTst, SV, SDS, IR, AP The scientific method EDM001 Core L, T, G, ICTd, ICTst, SDS, IR, AP Calculus and it s application EDM004 Core L, T, G, ICTd, ICTst, SDS, IR, AP Modes of Assessment LO S1 LOS2 LO K1 Page 16 of 23

17 Stage 1 Module Code Core / optional Modes of T&L Contemporary Issues in EDU102 Core L, T, G, GR, SDS, IR, Education AP Developing concepts of EDM176 Core L, T, G, ICTd, SDS, IR, energy AP Mathematical techniques EDM178 Core L, T, G, ICTd, ICTst, SV, SDS, IR, AP Modes of Assessment LO S1 LO K1 Waves and fundamental particles ICT to support mathematics teaching EDM177 Core L, T, G, ICTd, ICTst, SDS, IR, AP EDM179 Core L, T, G, ICTd, ICTst, SDS, IR, AP Codes for Modes of Study and Learning Lectures: L Use of ICT for demonstrations: ICTd School visits: SV Tutorial support: T Use of ICT by trainees: ICTst Self-directed study: SDS Group work: G Presentations: P Individual research: IR Practical tasks: PT Guided reading: GR Assessment preparation:ap Page 17 of 23

18 Stage 2 Module Code Core / optional Modes of T&L Developing Creative EDU203 Core L, G, PT, ICTd, Solutions ICTst, SDS, IR, AP The Physical World EDM222 Core L, G, ICTd, ICTst, SDS, IR, AP Applications of Mathematics The Nature of Science The Nature of Mathematics EDM299 Core L, ICTd, ICTst, SDS, IR, AP EDM336 Core L, G, PT, ICTd, SDS, IR, AP EDM310 Core L, T, G, ICTd, ICTst, P, SV, SDS, IR, AP Modes of Assessment Practical, Test, Logbook, Presentation, LO S1 LO S2 LO S3 LO K1, Codes for Modes of Study and Learning Lectures: L Use of ICT for demonstrations: ICTd School visits: SV Tutorial support: T Use of ICT by trainees: ICTst Self-directed study: SDS Group work: G Presentations: P Individual research: IR Practical tasks: PT Guided reading: GR Assessment preparation:ap Stage 3 Module Code Core / Modes of Modes of LO S1 LO S2 LO S3 LO S4 LO S5 LO K6 Page 18 of 23

19 Professional Studies 1 Professional Studies 2 Professional Studies 3 Teaching Experience 1 Teaching Experience 2 Development of learning: a case study (Note: no requirement to pass this module) optional T&L Assessment EDP361 Core L, GR, SDS, IR EDP363 Core L, GR, SDS, IR EDP365 Core L, GR, SDS, IR EDP362 Core T, PT, GR, SV, SDS, IR, AP EDP364 Core T, PT, GR, SV, SDS, IR, AP EDPM01 Core L, GR, SDS, IR (practical teaching) (practical teaching) Codes for Modes of Study and Learning Lectures: L Use of ICT for demonstrations: ICTd School visits: SV Tutorial support: T Use of ICT by trainees: ICTst Self-directed study: SDS Group work: G Presentations: P Individual research: IR Practical tasks: PT Guided reading: GR Assessment preparation:ap Page 19 of 23

20 Appendix 3 QUICK REFERENCE Panel: External Internal Programme: New Review Title Change Replacement for existing SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS (Form to be completed electronically by the Faculty and forwarded to the Quality Assurance and Enhancement (QAE) Quality Officer supporting the Approval event, or sent to Management Information and Systems Development (MISD) for faculty devolved processes before sending to QAE) PROGRAMME/SUBJECT/SHORT COURSE DETAILS Exit Award: Title of programme/award BSc (Hons) Physics with Mathematics Education If replacement for existing, specify title of old Faculty(ies): Department: SITS Programme/Short Course code 2 Programme Studies Board 3 UCAS code 4 (if applicable). If other please state method. JACS code 5 Qualification Level / Qualification Aim 6 Modes of delivery and duration: CSP Only. Other subject combinations not allowed with this subject: Programme/Subject/Short Course Leader: Date of Approval /Modification/Review Date of next review (QAE to complete) Education and Society Education Education Studies Needs code (delete yes/no as necessary) Full time yes 4 years Sandwich no Part time no Work Based Learning no On-campus yes Off-campus no Rob Hughes Start date of programme/short Course September 2015 Number of intakes per annum and likely month(s) intake(s) starts. 1; September 2 To be allocated in consultation with MISD team in Planning and Finance 3 Programme Studies/Assessment Board that will have management responsibilities for the programme. 4 Please contact Admissions Manager for code 5 JACS code = e.g. (V1) History, (G5) Computing Science, etc. for information contact relevant Faculty Associate Dean (See QAA Website Page 20 of 23

21 FUNDING DETAILS Confirm funding arrangements for programme e.g. HEFCE/TDA/NHS/Other 6 If it is TDA, is it primary/secondary/f.e./other (please state) Is the programme Open or Closed 7 : ACCREDITING BODY Standard Student Fees Secondary Open DfE PROGRAMME SPECIFIC REGULATIONS Are there to be programme specific regulations? Yes If yes, please attach completed form AQH-B3 Appendix 2 or AQH-B8. COLLABORATIVE: Please complete details Overseas no Institution Collaborative model 8 Funding arrangements INTERIM AWARD SCHEDULE The following awards will have non QTS UK no Interim award title Credits required Interim structure Please show mandatory requirements if applicable e.g. core module codes All the following awards do not include QTS Certificate in Physics with Mathematics Education Studies Diploma in Physics with Mathematics Education Studies BSc (Ordinary degree) Physics with Mathematics Education Studies 120 EDU102, EDM176, EDM178, EDM177, EDM As above plus EDU203, EDM222, EDM299,EDM336,EDM As above plus 60 graded credits from the secondary professional year BSc (Hons) Physics with Mathematics Education Studies 360 As above for the Diploma plus EDP361, EDP363, EDP365, EDPM01 DETAILS SUPPLIED BY: Rob Hughes DATE: 5 th November Please confer with Amanda Watson for funding status for programme 7 An Open programme constitutes an open admissions policy. A Closed programme is normally specific to one client only. If in doubt please consult Academic Services or Planning and Finance. 8 As per QAE guidelines 9 Please contact Amanda Watson for confirmation of funding details Page 21 of 23

22 Module List Award, Route (if applicable) and Level New/Existing/ Modified Module (N/E/MM) Module Title Level 3 New Stepping up to Higher Education Level 3 New Fundamental Information Skills Level 3 New Core concepts in Physics Level 3 New Mathematical techniques 1 Level 3 New The scientific method Level 3 New Calculus and it s application Level 4 Existing Contemporary Issues in Education Level 4 New Developing concepts of energy Level 4 New Mathematical techniques 2 Module Code Module Credit Value Whether core or option Must choose (ie designated option): Assessment weighting give % weight for each assessment item Pre-/corequisites Module leader LLS Core 100% None Maria Dawson LLS Core 100% None Andy Wose EDM Core 60% Test 40% None RH EDM Core Test 50% None TBC 50% ST/JB EDM Core 40% None RH Test 60% EDM Core Test 50% None TBC 50% ST/JB EDU Core 100% None KD EDM Core 40% Test 60% EDM Core Test 50% 50% None None RH TBC ST/JB Other comment (if required) Date of Entry on SITS. N/MM only ( After event) JACS Code Page 22 of 23

23 Level 4 New Waves and fundamental particles Level 4 New ICT to support mathematics teaching Level 5 Existing Developing Creative Solutions Level 5 New The Physical Worlds Level 5 New Applications of Mathematics Level 6 Existing The Nature of Science Level 6 Existing The Nature of Mathematics EDM Core 40% Test 60% None EDM Core 100% None TBC ST/JB EDU Core 20/40/30/10% EDM Core Presentation 25% Poster 25% Test 50% None None EDM Core 100% None TBC ST/JB EDM Core Poster 40% None RH Presentation P/F C/W 60% EDM Core 100% None TBC ST/JB RH RH Page 23 of 23