Key Info
Bachelor of Science with concurrent Teacher Education (Science Education with Physics OR Chemistry OR Agricultural Science)
If you are considering a career in teaching and have a strong interest in science, this may be the course for you. This four-year programme attracts students who have excellent communication skills, and are strongly motivated and passionate about science teaching.
Why Study Bachelor of Science with concurrent Teacher Education (Science Education with Physics OR Chemistry OR Agricultural Science) at UL?
UL's School of Education is the largest post-primary teacher education provider in the state and is ranked in the top 100 universities in the world for Education programmes. University of Limerick is also ranked within the top 75 universities in Europe for excellence in teaching and learning.
The aim of the programme is to educate young teachers and help them develop the skills and aptitudes to confidently face the challenges of science teaching. When you graduate from the programme you will be qualified to teach;
- Biology to honours Leaving Certificate level
- Chemistry or Physics or Agricultural Science to honours Leaving Certificate level
- General Science to Junior Certificate level
What you will Study
The programme is four years in duration and is based on the concurrent model of teacher education, in which educational studies and studies in biology, along with your chosen elective (chemistry or physics or agricultural science) are combined with periods of school placement in which you will gain experience of teaching.
The first two years of study provide a foundation in:
- Chemistry
- Physics
- Biology
- Mathematics
- Education
You will study education theory and practice which will equip you with teaching aptitudes and skills on which you will build a sound philosophy and approach to teaching.
During the spring semester of year two, you will undertake the first of your two teaching practice placements for six weeks in a second level school. Your second placement will be in semester 1 of the final year, for 12 weeks. During these placements, you will teach junior or senior science topics to second level pupils, and you will be supervised by UL academic staff.
After Year 1, you will specialize in the more advanced study of biology, and either chemistry OR physics OR agricultural science. Throughout the four years, there is a strong emphasis on acquiring practical scientific skills through laboratory work, field work and assignments. In your final year, you will select a research topic. This will develop your skills in analysis, problem-solving and scientific writing.
The science pedagogics modules in your degree have been designed in close collaboration with the National Council for Curriculum and Assessment (who designed the new specifications) and the Junior Cycle for Teachers (who are tasked with associated professional development for teachers). In addition, the course director was a member of the development group that designed the junior cycle specification. This ensures that graduates are thoroughly prepared for the totality of science education in Irish schools which is well aligned with international best-practice.
Offered jointly by the Faculty of Education and Health Sciences, and the Faculty of Science and Engineering.
| Year1 | Semester 1 | Semester 2 | |
| BY4001 | Biology 1 | BY4002 | Biology 2 |
| CH4701 | General Chemistry 1 | CH4252 | Inorganic Chemistry 1B |
| LS4003 | Introductory Anatomy and Physiology | CH4002 | Physical Chemistry 1 |
| EN4051 | Contemporary Understandings and Thinking on Education | EN4042 | Professional Digital Competence for Teaching |
| EN4052 | Understanding young people and how they learn: Psychological perspectives | ||
| Year 2 | Semester 3 | Semester 4 | |
| BY4013 | General Microbiology | EN4054 | Understanding Classroom and School Practices |
| CH4303 | Analytical Chemistry 1A | TP4024 | School Placement 1 |
| CH4013 | Organic Chemistry | ||
| SE4034 | Introduction to Science Pedagogy | ||
| EN4033 | Planning for Learning | ||
| CH4003 | Physical Chemistry 2 | ||
| Year 3 | Semester 5 | Semester 6 | |
| EN4035 | Cirriculum and Assessment, Policy and Practice | BY4104 | Ecology 1 |
| BY4035 | Cellular Biology and Biochemistry | CH4304 | Analytical Chemistry 2 |
| CH4253 | Inorganic Chemistry 2B | BY4023 | Animal Diversity |
| BY4015 | Plant Physiology | SE4016 | Advanced Science Pedagogy |
| EN4045 | Diversity and Social Justice in Education Sociological Perspectives | EN4046 | Diversity of Learners: Inclusion and Special Education Needs |
| Year 4 | Semester 7 (33 ECTS) | Semester 8 (33 ECTS) | |
| TP4017 | School Placement | BY4008 | Genetics and Molecular Biology |
| BY4214 | Principles of Human Nutrition | ||
| CH4104 | Organic Chemistry 3 | ||
| CH4027 | Nanotechnology | ||
| EN4018 | Teacher as Professional |
| Year1 | Semester 1 | Semester 2 | |
| BY4001 | Biology 1 | BY4002 | Biology 2 |
| PH4131 | Mechanics/Heat/Electricity/Magnetism | PH4102 | Waves/Light/Modern Physics |
| EN4051 | Contemporary Understanding and Thinking on Education | PH4092 | Semiconductor Devices |
| PH4051 | Measurements and Properties of Matter | EN4052 | Understanding Young People and How they Learn: Psychological Perspectives |
| EN4042 | Professional Digital Competence for Teaching | ||
| Semester 3 | Semester 4 | ||
| BY4013 | General Microbiology | TP4024 | School Placement |
| LS4003 | Introductory Anatomy & Physiology | EN4054 | Understanding Classroom and School Practices |
| SE4034 | Introduction to Science Pedagogy | ||
| PH4613 | Forces, Potential and Fields | ||
| EN4033 | Planning for Learning | ||
| PH4013 | Earth Science | ||
| Semester 5 | Semester 6 | ||
| BY4015 | Plant Physiology | BY4104 | Ecology 1 |
| BY4035 | Cellular Biology and BioChemistry | BY4023 | Animal Diversity |
| PH4041 | Optics | PH4042 | Thermal Physics |
| EN4035 | Curriculum and Assessment, Policy and Practice | SE4016 | Advanced Science Pedagogy |
| EN4045 | Diversity and Social Justice in Educational Sociological Perspectives | EN4046 | Diversity for Learners: Inclusion and Special Education Needs |
| Semester 7 | Semester 8 | ||
| TP4027 | School Placement | BY4008 | Genetics and Molecular Biology |
| BY4214 | Principles of Human Nutrition | ||
| PH4072 | Electromagnetism | ||
| PH4132 | Modern Physics | ||
| EN4018 | Teacher as Professional |
| Year 1 | Semester 1 | Semester 2 (30 ECTS) | ||
| BY4001 | Biology 1 | BY4002 | Biology 2 | |
| CH4701 | General Chemistry 1 | CH4002 | Physical Chemistry | |
| PH4051 | Measurement and Properties of Matter | BY4026 | Horticulture | |
| EN4041 | Contemporary Understanding and Thinking on Education | EN4042 | Professional Digital Competence for Teaching | |
| EN4052 | Understanding Young People and How They Learn: Psychological Perspectives | |||
| Year 2 | Semester 3 | Semester 4 | ||
| BY4013 | General Microbiology | TP4014 | School Placement 1 | |
| LS4003 | Introductory Anatomy & Physiology | EN4055 | Understanding Classroom and School Practices | |
| BY4215 | Soil Science | |||
| BY4055 | Animal Feeding and Digestion | |||
| EN4033 | Planning for Learning | |||
| SE4034 | Introduction to Science Pedagogy | |||
| Year 3 | Semester 5 | Semester 6 | ||
| BY4015 | Plant Physiology | BY4104 | Ecology 1 | |
| BY4035 | Cellular Biology and Biochemistry | BY4016 | Animal Production Systems | |
| BY4025 | Crop and Grassland Science | BY4023 | Animal Diversity | |
| EN4035 | Curriculum and Assessment, Policy and Practice | SE4016 | Advanced Science Pedagogy | |
| EN4045 | Diversity and Social Justice in Education Sociological Perspectives | EN4046 | Diversity of Learners: Inclusion and Special Educational Needs | |
| Year 4 | Semester 7 | Semester 8 | ||
| TP4027 | School Placement | BY4008 | Genetics and Molecular Biology | |
| BY4214 | Principles of Human Nutrition | |||
| BY4505 | Pollution Biology | |||
| BY4036 | Agricultural Biotechnology | |||
| EN4018 | Teacher as Professional |
Entry Requirements
| CAO points history |
521
|
|---|---|
| Minimum grades |
Applicants are required to hold at the time of enrolment the established Leaving Certificate (or an approved equivalent) with a minimum of six subjects which must include: Two H5 (Higher level) grades and Four O6 (Ordinary level) grades or four H7 (Higher Level) grades. Subjects must include Mathematics, Irish or another language, and English. |
| Subject requirements |
In addition, applicants must hold an O3/ H7 grade in Mathematics and an O4/ H7 grade in at least one of the following: Biology, Physics, Chemistry, Physics with Chemistry, Agricultural Science. |
| Additional considerations |
We welcome applications from mature students. Mature applicants must apply through the Central Applications Office (CAO) by 1 February. Application information for mature student applicants (PDF) QQI Pathways information available here. Note: the University’s Special Mathematics Examination is applicable to this programme. |
| Non-EU Entry Requirements |
Filters |
How to Apply
| Where are you applying from? | How to Apply |
|---|---|
| Ireland | Irish students must apply to UL via the CAO. More information can be found here. |
| The UK | Students who have completed their A-Levels can apply to UL via the CAO. More information can be found on the Academic Registry website. |
| The EU | EU Students can apply to UL via the CAO. More information can be found on the Academic Registry website. |
Fees and Funding
Student course fees are broken into three components - Student contribution, Student Levy and Tuition Fees.
A number of illustrative examples of fees for this course based on the current fee levels have been set out in the tables below.
An explanation of the components, how to determine status and the criteria involved is provided below the examples as is a list of possible scholarships and funding available.
EU Students with Free fees status in receipt of a SUSI grant
| HEA pays | Tuition Fees | €4,262 |
| SUSI pays | Student contribution | €3,000 |
| Student pays | Student Levy | €96 |
| €7,358 |
EU Students with Free fees status not in receipt of a grant
| HEA pays | Tuition Fees | €4,262 |
| Student pays | Student contribution | €3,000 |
| Student pays | Student Levy | €96 |
| €7,358 |
Students with EU fee status not in receipt of a grant
| Student pays | Tuition Fees | €4,262 |
| Student pays | Student contribution | €3,000 |
| Student pays | Student Levy | €96 |
| €7,358 |
Non-EU Students
| Student pays | Tuition Fees | €17,104 |
| Student pays | Student Levy | €96 |
| €17,200 |
Student course fees are comprised of three components:
Student Contribution
Annual charge set by the government for all full-time third level students. All students are liable unless they have been approved for a grant by Student Universal Support Ireland (SUSI). Please refer to https://www.studentfinance.ie to determine your eligibility for a grant and for instructions on how to apply. The curent student contribution is set at €3000.
Student Levy
All students are liable to pay the Student Levy of €96. Please note the Student Levy is not covered by the SUSI Grant.
Tuition Fees
These are based on Residency, Citizenship, Course requirements.
Review the three groups of criteria to determine your fee status as follows
-
Residency
- You must have been living in an EU/EEA member state or Switzerland for at least 3 of the 5 years before starting your course
-
Citizenship
- You must be a citizen of an EU/EEA member state or Switzerland or have official refugee status
-
Course Requirements
(all must be met)
- You must be a first time full-time undergraduate (Exceptions are provided for students who hold a Level 6 or Level 7 qualification and are progressing to a Level 8 course in the same general area of study).
- You must be undertaking a full-time undergraduate course of at least 2 year’s duration
- You cannot be undertaking a repeat year of study at the same level unless evidence of exceptional circumstances eg serious illness is provided (in which case this condition may be waived)
Depending on how you meet these criteria your status will be one of the following -
- Free Fee Status: You satisfy all three categories (1, 2 and 3) and therefore are eligible for the Higher Education Authority’s Free Fees scheme.
- EU Fee Status: You satisfy the citizenship and/or residency criteria but fail to satisfy the course requirements and are liable to EU fees
- Non EU Fee Status: You do not meet either the citizenship or residency criteria and are therefore liable to Non EU fees.
More information about fees can be found on the Finance website
These scholarships are available for this course
| Title | Award | Scholarships Available |
|---|---|---|
| Frank McGourty Award | trophy | 2 |
| Johnson and Johnson WiSTEM2D Programme |
These scholarships are available for all courses
| Title | Award | Scholarships Available |
|---|---|---|
| All Ireland Scholarships - sponsored by J.P. McManus | €6,750 | 125 |
| Cooperative Education Award | 1 medal per faculty | |
| Elaine Fagan Scholarship | €5,000 | 5 |
| Financial Aid Fund | ||
| Higher Education Grants & VEC Grants | ||
| Paddy Dooley Rowing Scholarship | €2,500 | |
| Plassey Campus Centre Scholarship Programme | ||
| Provincial GAA Bursaries Scheme | €750 | |
| Stuart Mangan Scholarship | ||
| The Michael Hillery and Jacinta O’Brien Athletics Scholarship | Various benefits equating to over €7,000 in value | |
| UL Sports Scholarships | Varies depending on level of Scholarship | Multiple |
Your Future Career
Employability skills from this degree
Education
- Problem- solving skills
- Organisational skills
- Project management
- Practical skills
- Mathematical skills
- Analytical skills
- Research and analytical skills
- An ability to communicate information effectively
Science
- Communication skills, for presenting effective oral and written arguments
- IT skills
- Interpersonal skills, with the ability to work collaboratively as part of a team
- Organisation and time-management skills, for prioritising your teaching workload
- Self-management, for planning your own workload and reflecting on and improving personal practice
The year after graduating with this degree
The University of Limerick Graduate Outcomes Survey (GOS) is a detailed review of the employment outcomes of UL graduates conducted annually by the University and supported by the Higher Education Authority (HEA). The survey forms part of a nationwide review of the employment outcomes of Irish University Graduates. The table below illustrates a five-year trend for UL graduate employment levels and location the year after graduation.
| Employed in Ireland | Employed abroad | Further study | Not available | Seeking employment | No. of responses | Total no. of graduates | Year |
|---|---|---|---|---|---|---|---|
| 39% | 44% | 11% | 4% | 2% | 54 | 56 | 2014 |
| 50% | 22% | 17% | 0% | 11% | 46 | 55 | 2015 |
| 58% | 25% | 9% | 2% | 6% | 36 | 49 | 2016 |
| 72% | 24% | 2% | 0% | 2% | 42 | 58 | 2017 |
| 73% | 20% | 7% | 0% | 0% | 30 | 55 | 2018 |
Further Study Options
- Master of Education
- Doctorate in Education
- Doctor of Philosophy
- Graduate Diploma in Chemical Engineering
- Master of Science in Biomedical Device Materials
Job titles for graduates with this degree
Graduates progressing directly into employment take up a wide variety of roles. The following provides a sample of initial roles listed on the Graduate Outcomes Survey by graduates approximately one year after graduation:
- Agricultural Science Secondary School Teacher
- Biology, Chemistry & Ag. Science Teacher
- Chemistry and Science Teacher
- Emirates Cabin Crew
- Laboratory Technician
- Part-Time Ag. Science And Chemistry Teacher
- Physics Teacher
- Post-Primary Teacher
- Research Assistant
- Science Teacher
- Science, Biology & Physics Teacher
- Trainee Accountant
Student Profile - Andrea Silke
I chose Science as I felt it would be an enjoyable subject to teach, something you could really do your best with as a teacher and get the pupils really enthusiastic about. The courses here already had the Higher Diploma built into the qualification so as far as I was concerned it was where I wanted to be.
Coming into the course, I had just leaving cert. biology - no physics or chemistry - but I found with a small effort, it worked out just fine.
As part of the course requirements, we go on 6 weeks Teaching Practice during the second semester of second year. The majority of people go to a school in their home locality for these 6 weeks. I did my teaching practice in an all-girls school in Tuam, Co.Galway. As much as I missed Limerick, I loved every minute of the teaching. This experience really quenched any uncertainties I had, not to mention the nerves!
Graduate Profile - David Tidswell
The highlight of the course is definitely the teaching placement in which you are immersed completely in a school environment. During these placements, I developed great confidence in my teaching ability. The experience helps you to discover the kind of teacher you are and learn more about yourself as a person.
Here at UL, various learner support systems are in place to help those having difficulty with subjects they may not have done for Leaving Cert. Personally, I had never studied Physics at school and found that by dropping into the Science Learning Centre, I was well able to keep up with classmates. College has been THE best time of my life and choosing this course has definitely helped in making it the enjoyable experience it has been.
Graduate Profile - Jack Corrigan
I am a full-time teacher of science, biology and maths. My work-load varies from day-to-day depending on my timetable. In general, I start with some prep work followed by classes. Corrections, administration work, preparing experiments and marking exams are all part of the job. Teaching also involves liaising with parents, other teachers, guidance counsellors and other professionals. In my non-contact hours, I am involved in pastoral care, coaching, Young Scientist and various extracurricular activities with the students. There are also parent-teacher meetings, exam supervision and many other tasks associated with the teaching life. Though sometimes demanding and challenging, teaching can be very rewarding.
My course at UL prepared me superbly for my career as a teacher - it allowed me to study both Education and Science concurrently so that on graduating, I was fully qualified and ready for the workplace without the need to do a postgraduate course.
Jack’s tip:
If you want to be a Science Teacher, put your best foot forward particularly on your teaching practise, because this is the place where you learn your trade, network and make connections that can be hugely beneficial to you in your later career. Enjoy your student years - take all UL has to offer you. It’s an opportunity to explore who you are, to get to know yourself and make new friends.