This programme is aimed at students who want to develop dual, but complementary, identities of mathematician/chemist and pedagogue in order to pursue professional careers as post-primary mathematics and science teachers. We value, and therefore encourage our students to develop, indepth specialist content knowledge in mathematics and chemistry, which, when combined with strong pedagogical expertise, the skill of critically reflecting on practice, an appreciation and knowledge of educational research, and a commitment to professional development, enables students to develop, and continue to develop throughout their careers, strong pedagogical content knowledge. We value, and therefore encourage our students to foster, a growth mindset and constructivist approach to learning and teaching mathematics, chemistry and science, in order to be critically engaged professionals committed to inclusive, caring, innovative, enthusiastic and inspirational teaching. We seek to ensure that all students on the programme develop the leadership and collaborative skills to positively impact the quality of post-primary mathematics and science education in Ireland through classroom-based research and ongoing critical engagement with curriculum content. We aim to ensure that graduates are equipped to contribute, as professionals, to the wider educational goals of post-primary schools and ongoing developments within the broader education community. We aim to create a learning environment where students can develop their full potential as mathematician/chemist and pedagogue in a research-intensive environment with state-of-art facilities. School placements play an essential role in the learning experience and assessment methods include reflective writing, report writing, presentations, lesson study, microteaching, and the creation of a professional portfolio. By including school placements from year one, the learning environment will constantly encourage the student to connect mathematical, scientific and educational theory with practice. In addition to lectures, tutorials, and laboratories, many of the education classes are conducted in active-learning environments where students are encouraged to contribute to, and actively participate in, class. 

1 - • Demonstrate an indepth, specialist knowledge of mathematics and chemistry
2 - • Demonstrate an indepth knowledge of educational theories as related to mathematics and science education
3 - • Demonstrate an indepth knowledge of educational philosophy, sociology, psychology, curriculum and assessment, and the Irish education system, and an awareness of how age, culture and context play a role in students' learning
4 - • Apply a scientific approach – questioning, hypothesizing, testing, and evaluating – to problem-solving
5 - • Communicate and present mathematical and scientific ideas creatively in a variety of forms (e.g. oral, written, video) with confidence and enthusiasm
6 - • Design and plan innovative, student-focused, content-based lessons, while remaining open to noticing and incorporating student thinking, and making in-the-moment decisions, in the classroom
7 - • Manage a classroom in a socially equitable manner that encourages the formation of positive student identity and encourages student interactions and contributions
8 - • Critically reflect on his/her practice and engage with educational research, in order to consistently take a “fresh” approach to teaching and developing professionally
9 - • Inspire and motivate students of mathematics, chemistry and science by being inclusive, caring, innovative, enthusiastic and inspirational teachers, who foster a constructivist, reform approach to learning and teaching, and motivate these students to reach their highest potential
10 - • Inspire and scaffold students to a high level of engagement with learning as a holistic and life-long endeavour
11 - • Recognise the importance of constantly engaging in professional development to improve practice, and using educational research as a lens to engage in reflective practice
12 - • Engage positively with the mathematics, chemistry and science communities both inside and outside of educational spheres, and be a positive role model as a UCD graduate of mathematics and chemistry

Students who return failing grades in a trimester amounting to 15 credits, or more, will be identified under the UCD Continuation – Academic Progress policy. Students whose rate of progression and performance over two academic years is deemed unacceptable will be referred to the Governing Board to be reviewed for exclusion from the programme.
Students who fail to progress from the stage of the programme they are registered to for more than two academic years (except where a period of Leave of Absence has been granted for one of those years) will also be contacted under the Continuation – Academic Progress Policy.
As Stages 3 and 4 have the most dynamic components of the programme, and the material studied previously may no longer be relevant, a student who has been away from the programme for a significant period should be required to register again to Stage 3. The upper limit for completion of Stages 3 and 4 should be six years if they choose to do 120 credits with 20 in each year.

Students take 10 core modules, if not previously taken in Stage 2 STAT20110 must be taken in Stage 3.

Students take 8 core modules and 1 option module.

Module ID	Module Title	Trimester	Credits
Stage 3 Core Modules
CHEM30110	Instrumental Analysis	Autumn	5
CHEM30200	Carbonyl Chemistry, Retrosynthesis and Synthetic Methods	Autumn	5
CHEM30210	Structure Determination and Aromatic Heterocyclic Chemistry	Autumn	5
MATH30340	Peer-Assisted Tutoring	Autumn	5
PSY10050	Introduction to Psychology	Autumn and Spring (separate)	5
CHEM30250	Organometallic and Solid State Chemistry	Spring	5
CHEM30320	Chemical Thermodynamics & Physical Transformations	Spring	5
CHEM30360	Advanced Transition Metal Chem	Spring	5
EDUC30050	Schools and Society	Spring	5
MATH30390	Mathematics Pedagogy & Curriculum in Placement	Spring	5
Stage 3 Core Modules
Stage 3 Options - A)MIN0OF: If not previously taken in Stage 2, students must take STAT20110 in Stage 3.
STAT20110	Introduction to Probability	Autumn	5
Stage 3 Options - A)MIN0OF: If not previously taken in Stage 2, students must take STAT20110 in Stage 3.
Stage 3 Options - B)MIN0OF: Students must take MST30020 or MST30030 in Stage 3 or 4.
MST30020	History of Mathematics	Autumn	5
MST30030	Financial Mathematics	Spring	5
Stage 3 Options - B)MIN0OF: Students must take MST30020 or MST30030 in Stage 3 or 4.
Stage 3 Options - C)MIN0OF: Students can take option modules from the list below to complete the credits required for Stage 3.
SUST10010	Introduction to Sustainability	Autumn	5
BSEN10010	Biosystems Engineering Design Challenge	Spring	5
DSCY10040	Childhood	Spring	5
DSCY10060	Energy, Climate Change & Policy	Spring	5
EDUC10180	Irish Childhoods	Spring	5
PSY10040	Introduction to the Psychology of Perception and Cognition	Spring	5
Stage 3 Options - C)MIN0OF: Students can take option modules from the list below to complete the credits required for Stage 3.
Stage 4 Core Modules
EDUC42180	Professional Placement & Portfolio 1	2 Trimester duration (Aut-Spr)	20
EDUC42850	Teaching Science A	Autumn	5
MATH40810	Mathematics Pedagogy for Classroom Practice	Autumn	5
MST30010	Group Theory and Applications	Autumn	5
MST30050	Complex Analysis	Autumn	5
EDUC42840	Maths Pedagogy in Placement	Spring	5
EDUC42860	Teaching Science B	Spring	5
MST30070	Differential Geometry	Spring	5
Stage 4 Core Modules
Stage 4 Options - A)MIN1OF: Students must take one of MST30020 or MST30030 in Stage 4.
MST30020	History of Mathematics	Autumn	5
MST30030	Financial Mathematics	Spring	5
Stage 4 Options - A)MIN1OF: Students must take one of MST30020 or MST30030 in Stage 4.

		Award		GPA
Programme	Module Weightings	Rule Description	Description
BHSCI001	Stage 4 - 70.00% Stage 3 - 30.00%	Standard Honours Award	First Class Honours	3.68	4.20
			Second Class Honours, Grade 1	3.08	3.67
			Second Class Honours, Grade 2	2.48	3.07
			Pass	2.00	2.47