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University of Wolverhampton

Geography, Urban Environments and Climate Change with Secondary Education (QTS)

UCAS Code: F810

Bachelor of Science (with Honours) - BSc (Hons)

Entry requirements


A level

C,C,E

including Geography at grade C (excluding A Level General Studies and A Level Critical Thinking).

Access to HE Diploma full award (Pass of 60 credits - of which a minimum of 45 credits must be at level 3 including 18 at Merit or Distinction).

GCSE/National 4/National 5

Applicants must have achieved a standard equivalent to a grade 4 (previously Grade C) in GCSE English and Mathematics. Please note we do NOT accept GCSE Short Courses, GCSE English Literature or GCSE Equivalent Tests from other institutions or organisations.

OCR Cambridge Technical Extended Diploma

MMP

Pearson BTEC Level 3 National Diploma (first teaching from September 2016)

DM

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

MMP

UCAS Tariff

80

You may also need to…

Attend an interview

About this course


Course option

3.0years

Full-time | 2021

Subject

Environmental geography

The BSc (Hons) Geography, Urban Environments & Climate Change with Secondary Education (QTS) course will provide a high standard of both geography subject content and pedagogical knowledge in order to prepare students to take up a geography teaching post in the secondary sector. The course reflects the specific and precise quality frameworks established by the relevant national government agency, and complies fully with the relevant teaching standards framework.

The BSc (Hons) Geography, Urban Environments & Climate Change with Secondary Education (QTS) course is specifically designed to ensure that those who are successful can be recommended to the relevant professional body for the award of Qualified Teacher Status (QTS) which is the recognised professional award required by all those who wish to teach in a maintained school.

The geography content of the course reflects topical concerns of the five main GCE and GCSE awarding bodies, i.e. urban environments (especially brownfield regeneration), climate change, geographical information systems and environmental issues in the developing world. Of particular relevance is the inclusion of a geo-spatial theme running through the three years of the course, to provide students with a thorough appreciation of the teaching and learning potential of geographical information systems, remote sensing & Building Information Modelling, which are currently in demand in the teaching of geography at secondary level.

With reference to the teaching element of the degree, the programme will be supported by strong foundation teaching in study skills and all students will be given the opportunity to undertake their own education based research project in physics in the final year of study.

More broadly, the course will also be designed to develop secondary school teachers who will be:
?empathetic and committed to pupils’ learning;
?reflective and reflexive;
?enthusiastic and innovative;
?open-minded and research-aware
?capable of engaging in practitioner research
?flexible and creative
?knowledgeable – both geographically and pedagogically

The course will also help students to develop as a teacher who understands the link between subject knowledge and the curriculum knowledge needed to teach geography. Equally we seek to develop teachers who understand the needs of the individual pupil and the school community in which they will work.

Tuition fees

Select where you currently live to see what you'll pay:

England
£9,250
per year
Northern Ireland
£9,250
per year
Scotland
£9,250
per year
Wales
£9,250
per year

The Uni


Course location:

University of Wolverhampton

Department:

Wolverhampton School of Sciences

TEF rating:
Read full university profile

What students say


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.

Geography, earth and environmental studies

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.


Who studies this subject and how do they get on?

100%
UK students
0%
International students
74%
Male students
26%
Female students
73%
2:1 or above
13%
Drop out rate

Most popular A-Levels studied (and grade achieved)

C
E
D

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.

Physical sciences

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.

£18,000
low
Average annual salary
96%
med
Employed or in further education
55%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

31%
Science, engineering and production technicians
14%
Sales assistants and retail cashiers
7%
Natural and social science professionals

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Geography, earth and environmental studies

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£18k

£18k

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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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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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).

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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