Form 16 Heriot-Watt University Undergraduate Course Structure Template (RAY) Version 3.0 (2007/2008)

Transcription

1 Form 16 Heriot-Watt University Undergraduate Course Structure Template (RAY) Version 3.0 (2007/2008) 1. Course Code 2. Course Title 6. Course Accredited by 6. UCAS Code 3. School Mathematical & Computer Sciences 4. Type 5. Awards Honours, Ordinary, DipHE, CertHE 23 April Arrangement of Modules: (Themes and Subject Streams) 9. Stage Composition Mandatory Modules Optional Modules Elective Modules 11. Awards, Credits & Levels Semester 1 Semester 2 Semester 1 Semester 2 Semester 1 Semester 2 8 modules, 8 mandatory Calculus A (F17CA1) Algebra A (F17CC1) Calculus B (F17CB2) Problem Solving (F17GA2) Certificate of Higher Education (120 credits) Stage Introduction to Statistical Science A (F77SA1) Introduction to Statistical Science B (F77SB2) Learners & Learning in Education (F18TA1) Challenges & Trends in Education (F18TB2) 8 modules: 7 mandatory 1 optional Multivariable Calculus and Real Analysis A (F18CD1) Multivariable Calculus and Real Analysis B (F18CE2) One of: Applied A (F18AA1) Diploma of Higher Education (240 credits) Stage 2 Linear Algebra (F18CF1) ICT for Secondary Education (F18TC1) Numerical Analysis A (F18NA2) Pure A (F18PA2) Nature and Goals of Teaching (F10TD2) for Direct Entrants (F18GD1) 1

2 Form 16 Heriot-Watt University Undergraduate Course Structure Template (RAY) Version 3.0 (2007/2008) 1. Course Code 2. Course Title 6. Course Accredited by 6. UCAS Code 3. School Mathematical & Computer Sciences 4. Type 5. Awards Honours, Ordinary, DipHE, CertHE 23 April Arrangement of Modules: (Themes and Subject Streams) 9. Stage Composition Mandatory Modules Optional Modules Elective Modules 11. Awards, Credits & Levels Stage 3 8 modules: 4 mandatory, up to 4 optional, up to 2 elective Abstract Algebra (F19PL1) Planning, Implementing and Evaluating Units of Work (F10TE1) Ordinary Differential Equations (F19MO2) Differences and Identities (F10TF2) Up to Two of: Vector Analysis (F19MV1) Pure B (F19PB1) Statistics for Social Science (F79PS2) Up to Two of: Complex Analysis (F19MC2) Numerical Analysis B (F19NB2) Applied B (F19AB2) Any SCQF Level 7,8,9 module from approved list 1 Any SCQF Level 7,8,9 module from approved list Ordinary or General Degree 360 credits, incl. 60 at Level 9 (24 modules to be completed) Stage 4 8 modules: 1 mandatory (60 Credits), 4 optional Classroom Management & Professional Issues: research project 30 credits classroom experience 30 credits (F10TG1 = 60 credits) Four of: Pure D (F10PD2) Applied D (F10AD2) Numerical Analysis D (F10ND2) Mathematical Biology B (F10AN2) Honours Degree Requires 480 SCQF credits including a minimum of 180 at Level 9 and 10 and at least 90 at Level 10 PDEs (F10MP2) Geometry (F10PG2) 1 The choice of electives at different stages will be published in the student handbook. 2

3 Form 17 Heriot-Watt University Undergraduate Course Notes Template (RAY) Version 3.0 (2007/2008) 7. Course Code 8. Course Title 9. School 10. Type 11. Awards Honours, Ordinary, DipHE, CertHE 12. Course Accredited by 9. UCAS Code 10. QAA Subject Benchmarking Group(s) 11. Date of Production/Revision 24 April 2008 Stage Notes The purpose of this degree is only to act as an exit award at all stages of the with Professional Education Honours for students who do not progress on that degree. It does not recruit students. Stage One: The with Professional Education Honours course is not recruiting students from 2008 onwards, so this stage will not run. It is included to show the equivalent modules students would have taken. Stage Two: During the year, students must undertake a two week period of teaching practice in the Easter vacation and a five week period in August/September (before starting year 3), or an equivalent agreed with the Education staff at the University of Stirling. Module F10TD2 is rated by Stirling University as SCQF level 10, but is appropriate for students at this stage. Stage Three: The Education modules F10TE1 and F10TF2 are synoptically assessed. Stage Four: The Education module Classroom Management and Professional Issues (F10TG1 60 credits) is a non-qualifying module comprising teaching practice and a significant work-based project worth 30 credits which we count as part of the honours classification. An optional module may not run if there is insufficient demand for it; some choices of modules may not be available to students in some years because of timetabling constraints. Progression Requirements 9. Progression through the course normally requires a minimum of number of credit points: Progression from Stage 1 to Stage 2: 90 credits Progression from Stage 2 to Stage 3: 210 credits Progression from Stage 3 to Stage 4: 330 credits 10. Progression through the course for an Honours degree normally requires a minimum of grade D in: Stage 1: F18TA1, F18TB2, Calculus A, Calculus B, Algebra A and Problem Solving, with no more than one F grade otherwise. Stage 2: F19TC1, F10TD2, Multivariable Calculus and Real Analysis A and B, Linear Algebra and in at least one other module, with no more than one F. Students who fail to achieve this in examination diet 2 will be scrutinised by the Stirling Professional Standards Committee, which will take a decision on progression based on overall consideration of performance in mathematics and teaching practice elements of the course. Stage 3: F10TE1 and F10TF2 with an average mark on qualifying modules of at least 40% The Progression Board may permit a student to be re-assessed in any qualifying module not taken in the final stage in order to gain credits for the module, provided that the mark or grade obtained in the first assessment of any such module is used in determining the classification of the degree to be awarded. 3

4 Form 17 Heriot-Watt University Undergraduate Course Notes Template (RAY) Version 3.0 (2007/2008) 7. Course Code 8. Course Title 9. School 10. Type 11. Awards Honours, Ordinary, DipHE, CertHE 12. Course Accredited by 9. UCAS Code 10. QAA Subject Benchmarking Group(s) 11. Date of Production/Revision 24 April 2008 Award Requirements This degree is an exit qualification for students who do not progress is achieve the full conditions for the award of the with Professional Education. Graduates of this degree are not qualified to teach. Honours degree classification is determined by performance in 1 Stage 3, averaged by credit weight over all qualifying modules (40%) 2 Stage 4, averaged by credit weight over all qualifying modules (60%). There are 4 maths qualifying modules (=60 credits) and the project element of the Education module counts for 30 credits. The rest of the Education module is non-qualifying. The qualifying modules are all modules in these years rated at SCQF level 9 or 10 (except for the classroom experience part of F10TF1 as noted above). Students who have obtained sufficient credits at the end of year 3, but do not wish to continue to year 4 of the Bsc in with Professional Education will transfer to this and graduate with an ordinary degree, but will not be qualified to teach. 4

5 Form 19 Heriot-Watt University Course Description Template (RAY) Version 3.0 (2007/2008) 12. Course Code 13. Course Title 14. School 15. Type 16. Awards Honours, Ordinary, DipHE, CertHE 17. Course Accredited by 6. UCAS Code 4 April Educational Aims of the Course The principal aims of the course are to provide a professional training in education and to give experience of classroom teaching provide high-quality undergraduate education in a wide range of subjects in modern mathematics enable students to develop detailed knowledge and critical understanding of both theoretical and applied elements of mathematics provide students with training and practical experience of modelling, analysing and interpreting mathematical and real-world problems enable students to communicate and work effectively with peers and academic staff, demonstrating appropriate levels of autonomy, initiative, and responsibility provide students at the undergraduate level with the opportunity to plan and write a dissertation requiring detailed and critical understanding in an area of mathematics equip students with the grounding in mathematics necessary to go onto to further study or straight into graduate jobs 11. The Course provides opportunities for learners to achieve the following outcomes: Subject Mastery Understanding, Knowledge and Cognitive Skills On completion of the course students should be able to demonstrate an understanding across a broad range of mathematics demonstrate a detailed knowledge and understanding in certain specific areas of mathematics demonstrate an understanding of the power of abstraction and of the notions of proof and logical reasoning demonstrate an appreciation of the usefulness of mathematics over a wide range of applications Scholarship, Enquiry and Research On completion of the course students should be able to demonstrate a good level of skill in calculation and in mathematical manipulation demonstrate the ability to present rigorous arguments model real-life situations in mathematical terms and analyse the resulting models demonstrate computational skills involving the use of a range of software packages 5

6 Form 19 Heriot-Watt University Course Description Template (RAY) Version 3.0 (2007/2008) 12. Course Code 13. Course Title 14. School 15. Type 16. Awards Honours, Ordinary, DipHE, CertHE 17. Course Accredited by 6. UCAS Code 4 April 2008 Industrial, Commercial and Professional Practice On completion of the course, students will understand how to carry out the preparation, organisation and teaching of mathematical topics at secondary school level. Personal Abilities have the knowledge and skills for the development, application and consequent analysis of mathematics and mathematical models as currently required in modern industrial sectors, including IT, finance, engineering, and general science and technology. They will be able to identify, analyse and solve problems, and discuss issues at a professional level; they will also be able to critically review existing practices and will be in a strong position to move on to a professional environment, with sound knowledge, confidence and awareness of the nature of that environment and the demands it will make. Autonomy, Accountability and Working with Others On completion of the course students will be able to: 3 plan and organise their own learning through self management and time management 4 demonstrate the ability to work with relatively little guidance or support, to undertake self-directed work and to meet deadlines 5 communicate effectively at all levels and using a range of media 6 interact effectively with professionals from a wide and diverse range of areas Communication, Numeracy and ICT On completion of the course, students will be numerate, able to make presentations on specialised topics and able to communicate well with peers and other colleagues. They will have extensive IT knowledge and skills and will be able to use them confidently. They will also have the necessary background to enable them to be ready and able to communicate on technical and general matters with peers and senior colleagues. 12. Approaches to Teaching and Learning: The Education element of the course includes much practical time observing and teaching in school classrooms. The following teaching methods are used: lectures, tutorials, computing laboratory work, coursework, projects. Teaching on the course is student-focussed, with students encouraged to take responsibility for their own learning and development. In addition, students learn through structured group work in problems solving, collaborative student presentations, and independent study and technical project work. Resource-based and problem-based teaching styles are used to facilitate the motivational and assimilative phases of the learning process. The level and type of support available via VISION will vary between the modules as is appropriate for the subject matter. Approaches to learning and teaching are continually reviewed and developed with the aim of matching them to the abilities and experiences of the students. 6

7 Form 19 Heriot-Watt University Course Description Template (RAY) Version 3.0 (2007/2008) 12. Course Code 13. Course Title 14. School 15. Type 16. Awards Honours, Ordinary, DipHE, CertHE 17. Course Accredited by 6. UCAS Code 4 April Assessment Policies: The assessment policy for the course incorporates a range of assessment types. Continuous assessment during some modules and summative assessment at the conclusion of modules both contribute to the overall assessment and are used to formally measure achievement in specified learning outcomes. Understanding, knowledge and subject-specific skills are assessed by coursework assignments and written examinations. Formative assessment is used to provide feedback and to inform student learning. Approaches to assessment are continually reviewed. Specific details about methods of assessment are provided in the appropriate module descriptors. 7