Programme Specifications

Chemistry with Balanced Science


1 : Awarding Institution / Body
Aberystwyth University

2a : Teaching Institution / University
Aberystwyth University

2b : Work-based learning (where appropriate)


Information provided by School of Education:

All student teachers undertake three school placements (School Experience 1 [SE1]; Enrichment School Experience [ESE] and School Experience 2 [SE2]



3a : Programme accredited by
Aberystwyth University

3b : Programme approved by
Aberystwyth University

4 : Final Award
Postgraduate Certificate in Education

5 : Programme title
Chemistry with Balanced Science

6 : UCAS code
3DGR

7 : QAA Subject Benchmark


Information provided by School of Education:

The scheme’s learning outcomes have been mapped against the Framework for Higher Education Qualifications (FHEQ) for England, Wales, and Northern Ireland, descriptor for HE qualifications at Level 7



8 : Date of publication


Information provided by School of Education:

September 2023



9 : Educational aims of the programme


Information provided by School of Education:

Provide student teachers with the pedagogic foundation by relating theory to practice;

  • Educate and develop student teachers to teach within and across both primary and secondary sectors so they are effective, integrated educators across the boundaries of key stages and school sectors;

  • Give student teachers enhanced experiences that will enable them acquire a comprehensive grasp of how learners learn and progress, equipping them with an excellent insight of education as a whole;

  • Support student teachers to engage with research-informed pedagogical approaches, research evidence, data and research enquiry processes during their training experience;

  • Enable student teachers to access the new Standards for QTS ‘Professional standards for teaching and leadership’ (Welsh Government, 1st September 2017) in a graduated way to build up their skills;

  • Ensure student teachers have a working knowledge and understanding of the areas of learning and experience and possess the pedagogic content knowledge, understanding and application for the phases they will be teaching in;

  • Ensure student teachers have an understanding of the curricular and skills requirements and how these statutory requirements can be met within the education system in Wales;

  • Enable student teachers to gain knowledge, understanding and practical experience of curricular requirements, effective pedagogies and assessment strategies across primary and secondary sectors;

  • Enable student teachers to evaluate, select and apply the appropriate learning and teaching strategies to learning situations by being able to analyse and interpret learners’ performance;

  • Prepare student teachers for cross-curricular responsibilities in accordance with Welsh Government priorities;

  • Develop student teachers’ Welsh Language skills in accordance with their needs via the provision of language support programmes;

  • Develop student teachers as reflective practitioners so that they possess a critical awareness of their engagement as lifelong learners through continuous professional development.

All student teachers are required to take the four core modules: Professional Studies; Effective Pedagogy; Pedagogy and Curriculum Knowledge; and Evaluating Learning and Skills. Practical teaching is an integral component of all four modules as assignments will relate theory to practice.

Owing to the integrated nature of the programme the modular strands will enable student teachers who opt to specialise in primary or secondary core elements to be taught together in university as well as on teaching placement.

In the case of Welsh-medium provision, those student teachers wishing to undertake training through the medium of Welsh will have the opportunity to pursue aspects of the taught modules and assessment in Welsh, including practical teaching.



10 : Intended learning outcomes


Information provided by School of Education:

The following Learning Outcomes are informed by the requirements of the new Standards for QTS ‘Professional standards for teaching and leadership’ (Welsh Government, 1st September 2017).

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:

10.1 : Knowledge and understanding


Information provided by School of Education:

  • A1 They have a secure content knowledge and understanding of the Area of Learning and Experience and subject(s) they are trained to teach;

  • A2 They have a secure pedagogical content knowledge and understanding of the Area of Learning and Experience and subject(s) they are trained to teach;

  • A3 They know and understand the curricular aims and guidelines for their Area of Learning and Experience and subject area;

  • A4 They are aware of expectations, typical curricula and teaching arrangements in the phases before and after the ones they are trained to teach;

  • A5 They understand how learners’ physical, intellectual, linguistic, social, cultural and emotional wellbeing and development can affect their learning;

  • A6 They know how to use ICT effectively, both to teach their subject and to support their wider professional role;

  • A7 They understand their responsibilities under the SEN Code of Practice for Wales and know how to seek advice from specialists on less common types of special educational needs;

  • A8 They are aware of the principles of the Equality Act 2010 ensuring that learners are not subjected to discrimination and inequalities;

  • A9 They know a range of strategies to establish a purposeful learning environment and promote good learning, achievement and behaviour.

Learning and Teaching The following are variously applied:

  • Lectures

  • Seminars

  • Micro-teaching

  • Individual project work

  • Group work

  • Personal research

  • Workshops

  • Area of Learning/Subject-based tasks and teaching-based tasks

  • Mentoring sessions

  • School-based group reflection on learning

  • Seminars in Lead Partner Schools

  • Learning observations in Partner Schools

  • Classroom-based teaching practice

Assessment Strategies and Methods The following variously apply:

  • Written assignments

  • Presentations

  • Research enquiry project

  • Blogs

  • Subject-based tasks

  • Case-studies

  • Lesson plans & lesson evaluations

  • Professional Journal

  • Teaching practice assessments



10.2 : Skills and other attributes


Information provided by School of Education:

10.2.1 Intellectual Skills

  • B1 Analyse and interpret a variety of texts;

  • B2 Engage critically and self-reflectively with key concepts and issues in education;

  • B3 Evaluate critically source materials;

  • B4 Critically apply theory to practice;

  • B5 Understand and justify different learning & teaching strategies;

  • B6 Design and use a variety of learning & teaching strategies in lessons;

  • B7 Plan and deliver lessons;

  • B8 Monitor pupil achievement through appropriately selected modes of assessment;

  • B9 Critically evaluate own teaching experience;

  • B10 Engage critically upon professional development.


Learning and Teaching The following are variously applied:

  • Lectures

  • Seminars

  • Micro-teaching

  • Individual project work

  • Group work

  • Personal research

  • Workshops

  • Area of Learning/Subject-based tasks and teaching-based tasks

  • Mentoring sessions

  • School-based group reflection on learning

  • Seminars in Lead Partner Schools

  • Learning observations in Partner Schools

  • Classroom-based teaching practice

Assessment Strategies and Methods The following variously apply:

  • Written assignments

  • Presentations

  • Research enquiry project

  • Blogs

  • Subject-based tasks

  • Case-studies

  • Lesson plans & lesson evaluations

  • Professional Journal

10.2.2 Teaching practice assessments Professional practical skills / Discipline Specific Skills

By the end of their programme, all students are expected to be able to demonstrate that they have met with each of the 5 professional standards (QTS level) for teaching and leadership (01 September 2017).

• Pedagogy
- Refining Teaching
- Advancing Learning
- Influencing Learning
• Collaboration
• Professional Learning
• Innovation
• Leadership

PEDAGOGY - Refining Teaching
C1 An up-to-date theoretical knowledge and understanding as well as practical insight into how children and young people develop and learn;
C2 An up-to-date theoretical knowledge and understanding as well as the practical skills needed to establish a caring, high quality learning environment that is focused on the four purposes of the curriculum;
C3 An up-to-date theoretical knowledge and understanding as well as the practical skills needed to undertake and use assessment effectively;
C4 An up-to-date knowledge and understanding as well as the practical skills needed in order to record, report and use assessment and other performance data effectively in their teaching;
C5 An up-to-date theoretical knowledge and understanding as well as the practical skills needed to differentiate teaching and learning in ways that consider the needs and supports the progression of all learners;
C6 An up-to-date theoretical knowledge and understanding as well as practical insight into the importance of involving parents, carers, other partners and stakeholders in the support of learning;

PEDAGOGY – Advancing Learning
C7 An up-to-date theoretical knowledge, understanding and practical skills needed to embed the four purposes of the curriculum in their planning, preparation and teaching;
C8 An up-to-date theoretical knowledge, understanding and practical skills needed to exploit subject disciplines in areas of learning;
C9 An up-to-date theoretical knowledge, understanding and practical skills needed to select, use and ‘blend’ a range of innovative teaching approaches;
C10 An up-to-date theoretical knowledge, understanding andpractical skills needed to select and use real life authentic contexts for learning as a natural part of the learning experience;
C11 An up-to-date theoretical knowledge, understanding and practical skills needed to plan for progression over time;
C12 An up-to-date knowledge, understanding and practical skills needed to developcross-curricular learning and connections, within and between areas of learning and experience;

PEDAGOGY – Influencing Learners
C13 An up-to-date theoretical knowledge and understanding as well as practical skills needed to motivate and inspire learners;
C14 An up-to-date theoretical knowledge and understanding as well as practical skills needed in listening to learners (at an individual, group or whole class level);
C15 An up-to-date theoretical knowledge and understanding as well as practical skills needed in encouraging learners to reflect on their own learning;
C16 An up-to-date theoretical knowledge and understanding as well as practical skills needed in developing learners’ self-motivation and self-direction;
C17 An up-to-date theoretical knowledge and understanding as well as practical skills needed to encourage learners' reflection and evaluation around behaviours and outlooks for learning;
C18 An up-to-date theoretical knowledge and understanding as well as practical skills needed to raise learners’ awareness of the interrelationship between learning and well-being;

COLLABORATION
C19 The ability to act on advice from colleagues (teachers, tutors, classroom assistants, peers) in the interests of developing effective teaching and behaviour management;
C20 The ability to work effectively with in-school colleagues and with members of the wider school community;

PROFESSIONAL LEARNING
C21 An increasingly confident understanding of theory and research relevant to their day-to-day practice;
C22 An understanding of the place of small scale collaborative research (including action research/practitioner enquiry) in the development of practice;
C23 The ability to use the Professional Learning Passport in the support of their own professional learning;
C24 The knowledge, understanding and practical skills needed to meet the requirements of the Welsh Language Strategy;

INNOVATION
C25 The willingness to use what they have learned from reading and research, including their own research, to challenge and inform practice;
C26 The willingness to develop, apply and evaluate new teaching and learning strategies, being creative and taking risks where appropriate;

LEADERSHIP
C27 An understanding the importance of being professionally organised and managing the learning environment for the benefit of all learners;
C28 An up-to-date knowledge and understanding of their contractual, pastoral, health and safety, legal and professional responsibilities as teachers;
C29 An understanding of, and commitment to leading learning through collaborative experiences in schools and in other contexts;
C30 An understanding of the nature of responsibilities within and across teams and the contribution individuals make towards the school’s success.

Practical Teaching
All student teachers undertake three school placements (School Experience 1 [SE1]; Enrichment School Experience [ESE] and School Experience 2 [SE2]. The assessment of students on school experience is a core element of role of the School Mentor supported by the University Link tutor. The student’s written response to assessment is a key element of the process. Formative assessment is through written targets. Summative assessment is on a pass/fail basis.

QTS Standards
Student teachers should focus on QTS standards in a graduated way to build up their skills. At the beginning of their practical experience they will be focusing on core classroom skills and their own professional learning. Later in the course, they will begin to collaborate with colleagues and will develop the confidence to introduce innovations and to lead learning more effectively. The focus on the standards will be:
SE1 Pedagogy; Professional Learning
ESE Pedagogy; Professional Learning + Collaboration
SE2 Pedagogy; Professional Learning + Collaboration + Leadership + Innovation

Students will not be discouraged from addressing Collaboration, Leadership or Innovation earlier in the course but in ESE and SE2 opportunities will be identified for them to address these standards. In SE1, however, the focus will be on classroom practice and learning as a professional.

Overview of Assessment
Assessment combines modular assignments and assessment of school experience. Student teachers must pass all assessments (academic and teaching practice elements) in order to satisfy the PGDE PGCE and QTS requirements. In their coursework, student teachers must attain at least 50% in their assessments at Level 7.
Learning and Teaching The following are variously applied:

  • Lectures

  • Seminars

  • Micro-teaching

  • Individual project work

  • Group work

  • Personal research

  • Workshops

  • Area of Learning/Subject-based tasks and teaching-based tasks

  • Mentoring sessions

  • School-based group reflection on learning

  • Seminars in Lead Partner Schools

  • Learning observations in Partner Schools

  • Classroom-based teaching practice

Assessment Strategies and Methods The following variously apply:

  • Written assignments

  • Presentations

  • Research enquiry project

  • Blogs

  • Subject-based tasks

  • Case-studies

  • Lesson plans & lesson evaluations

  • Professional Journal

  • Teaching practice assessments



10.3 : Transferable/Key skills


Information provided by School of Education:

  • D1 Work independently and with others;

  • D2 Research, assimilate, select and organise relevant teaching material;

  • D3 Analyse issues and theories;

  • D4 Structure and deliver teaching sessions competently;

  • D5 Contribute to group discussions;

  • D6 Communicate orally, in writing and electronically;

  • D7 Manage time and work to deadlines;

  • D8 Develop the skills that are central to the craft of pedagogy, such as: thinking skills, creativity and decision making.

  • D9 Reflect on professional development and career planning.

Learning and Teaching The following are variously applied:

  • Lectures

  • Seminars

  • Micro-teaching

  • Individual project work

  • Group work

  • Personal research

  • Workshops

  • Area of Learning/Subject-based tasks and teaching-based tasks

  • Mentoring sessions

  • School-based group reflection on learning

  • Seminars in Lead Partner Schools

  • Learning observations in Partner Schools

  • Classroom-based teaching practice

Assessment Strategies and Methods The following variously apply:

  • Written assignments

  • Presentations

  • Research enquiry project

  • Blogs

  • Subject-based tasks

  • Case-studies

  • Lesson plans & lesson evaluations

  • Professional Journal

  • Teaching practice assessments



11 : Program Structures and requirements, levels, modules, credits and awards



PGCE Chemistry with Balanced Science [3DGR]

Academic Year: 2023/2024 scheme - available from 2019/2020

Duration (studying Full-Time): 1 years
Last intake year: 2023/2024

Part 1 Rules

Year 1 Core (120 Credits)

Compulsory module(s).

Semester 1
ED31500

Pedagogy and Curriculum Knowledge

ED31600

Effective Pedagogy

EDM1300

Professional Studies

EDM1400

Evaluating Learning and Skills

Semester 2
ED31530

Pedagogy and Curriculum Knowledge

ED31630

Effective Pedagogy

EDM1330

Professional Studies

EDM1430

Evaluating Learning and Skills

EDM5000

PGCE Teacher Practice


12 : Support for students and their learning
Every student is allocated a Personal Tutor. Personal Tutors have an important role within the overall framework for supporting students and their personal development at the University. The role is crucial in helping students to identify where they might find support, how and where to seek advice and how to approach support to maximise their student experience. Further support for students and their learning is provided by Information Services and Student Support and Careers Services.

13 : Entry Requirements
Details of entry requirements for the scheme can be found at http://courses.aber.ac.uk

14 : Methods for evaluating and improving the quality and standards of teaching and learning
All taught study schemes are subject to annual monitoring and periodic review, which provide the University with assurance that schemes are meeting their aims, and also identify areas of good practice and disseminate this information in order to enhance the provision.

15 : Regulation of Assessment
Academic Regulations are published as Appendix 2 of the Academic Quality Handbook: https://www.aber.ac.uk/en/aqro/handbook/app-2/.

15.1 : External Examiners
External Examiners fulfill an essential part of the University’s Quality Assurance. Annual reports by External Examiners are considered by Faculties and Academic Board at university level.

16 : Indicators of quality and standards
The Department Quality Audit questionnaire serves as a checklist about the current requirements of the University’s Academic Quality Handbook. The periodic Department Reviews provide an opportunity to evaluate the effectiveness of quality assurance processes and for the University to assure itself that management of quality and standards which are the responsibility of the University as a whole are being delivered successfully.