Chemistry with Secondary Education (QTS)
Nottingham Trent University
UCAS Code: F111 | Bachelor of Science (with Honours) - BSc (Hons)
Entry requirements
120 UCAS Tariff points from up to four qualifications (two of which must be A-level equivalent including Chemistry grade C)
Pass your Access course with 60 credits overall with a minimum of 45 credits at level 3, including relevant Chemistry modules
GCSE/National 4/National 5
GCSE English grade C/4 or equivalent GCSE Maths grade C/4 or equivalent GCSE Science grade C/4 or equivalent
120 UCAS tariff points from your BTEC level 3 National Diploma and up to two other qualifications, which must include A-Level Chemistry or equivalent.
120 UCAS tariff points from your BTEC level 3 National Extended Certificate and up to three other qualifications (one of which must be A-Level Chemistry grade C or equivalent)
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
DDM from a BTEC Extended Diploma including relevant Chemistry modules
We will consider T Levels for entry to this course, either as stand-alone qualifications or in conjunction with other Level 3 qualifications, in accordance with the specified course tariff points.
UCAS Tariff
120 UCAS Tariff points from up to four qualifications (two of which must be A-level equivalent including Chemistry grade C)
You may also need to…
Attend an interview
About this course
This course is ideal for students who want to develop their Chemistry knowledge as well as gain Qualified Teacher Status (QTS) which will allow them to teach in a secondary educational environment. Students on this course will be supported to become a confident and competent secondary school teacher who can enable children to learn effectively in a chosen subject specialism.
**Why choose this course?**
- The course allows you to explore Chemistry in depth and gradually moves from an emphasis on the acquisition of subject knowledge and its applications in Year One and Year Two, to an emphasis on the pedagogical and professional knowledge and understanding required by an effective subject specialist teacher in the final year.
- The course design combines the essential elements required to prepare you to become a successful Early Career Teacher (ECT). These are: advanced subject knowledge at undergraduate level; knowledge of how children learn and are taught; specialist knowledge required to teach the chosen school subject and experience of being a practitioner in secondary schools.
- Years Two and Three of your study include educational placement elements in order to prepare you for the workplace.
Course accreditation
We are accredited by the UK Government's Department for Education as a provider of initial teacher-training courses. Successful completion of the course leads to Qualified Teacher Status (QTS). This means you can be employed as an Early Career Teacher (ECT) in a school to complete your induction year.
Modules
In Year One, you will study the following Chemistry modules: Professional Development; Introduction to Specialist Areas of Chemistry; Organic Structure and Function; Inorganic Bonding and Solid State Materials; Physical State of Matter
Spectroscopic and Chromatographic Analysis.
In Year Two, you will study a number of Chemistry modules, as well as a year long education module which includes a work-based placement. The core modules include: Organic Chemistry; Inorganic Chemistry; Physical Chemistry; Analytical Chemistry; and Learning Chemistry: Pedagogy, Progression and Practice. You'll also choose from one of the following optional modules: Modern Day Materials; Chemical Technology; Pharmaceutical Chemistry; and Applied Instrumental Analysis.
In the final year of your study, you focus on you developing an in-depth knowledge of the pedagogical skills, assessment requirements and self-reflection required to be a successful Early Career Teacher: Learning to be a teacher; Learning to teach; Learning to teach a subject 1; and Learning to teach a subject 2.
The Uni
Clifton Campus
Nottingham Institute Education
What students say
We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Chemistry
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Chemistry
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
Chemistry graduates are in demand from a wide range of industries, from the food, oil, chemicals and pharmaceuticals to consultancy, technical analysis and teaching. They're also prized by business and finance employers for their research and data handling skills — anywhere there is research and data to be explained, you can find chemistry grads. If you want a career in research, you need a doctorate, so start planning now if you fancy one of these exciting and challenging jobs - but good students can usually get grants to take a doctorate, so don't worry about the financing if you think you have what it takes. The recession wasn’t too kind to chemists, particularly in the pharmaceutical industry (one of the key employers for chemists), but things are getting back to normal for this flexible group and it's one of the few degrees that is bucking the current trend and increasing graduate numbers.
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Chemistry
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£20k
£26k
£28k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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Higher entry requirements
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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
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Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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