Mathematics 1 year PGCE

This course aims to prepare you to teach Mathematics across the age and ability range in secondary schools.

Who is the course designed for?

The course is primarily designed for those with a degree in Mathematics. You are also welcome to apply if your degree contains a substantial amount of Mathematics. The course suits those who aspire to be excellent and reflective Mathematics teachers and want to learn through a route that effectively combines both the practical and theoretical aspects of learning to teach mathematics creatively.

How does the training take place?

The full–time, one year, course starts in early September and continues through to the end of June, with breaks over Christmas and Easter.

The course aims to prepare you to teach Mathematics within the framework of the UK National Curriculum. Attention is focused on communicating Mathematics effectively and on current issues in Mathematics education, especially what is currently happening in schools. Opportunities are given for critical consideration of the nature and process of understanding Mathematics and the consequences of this for classroom teaching and learning. A range of teaching approaches and methods is explored, together with the practical implications of the wide range of teaching resources currently available; published schemes, worksheets, calculators and software packages. The Mathematics work base provides material resources, including IT facilities, and a place to meet and work. The course aims to support you in the development of your own teaching skills by responding to your needs as an individual as you develop professionally within a school context.

The course is taught through a mixture of workshops, seminars, taught sessions, small group work and private directed study by a team of experienced tutors. It is supported by the use of a Virtual Learning Environment which provides you with access to additional support materials and the means of working together and supporting one another off campus. Materials are provided during the course for you to revise the personal subject knowledge in Mathematics.

Are there particular features of the course?

• Teaching sessions led by a team of experienced research-active tutors
• Teaching that combines both theory and practice
• Opportunities to work in schools with experienced trained mentors
• Up to date teaching in the use of ICT in teaching and learning mathematics
• Strong and individualised support from the University subject tutors
• Opportunities to work in small groups
• Opportunities to extend and develop your personal interests within Mathematics education.

If someone is interested in this course, how would you recommend them prepare for the course? We recommend that you spend some time in one or more secondary schools, observing Mathematics teachers and working with pupils. Try to visit a range of different types of school. Reflect on what makes a ‘good’ lesson. Broaden your understanding of some of the underlying principles in Mathematics and the interconnections that exist between them. Broaden your Mathematical knowledge, especially some of the areas with which you are less familiar.

Ros Hyde

Mr Keith Jones
Dr Julie-Ann Edwards
Ruth Edwards

The central aim of the Mathematics PGCE course is to produce confident, competent and professional teachers of Mathematics with a good grasp of effective approaches to teaching Mathematics and the enthusiasm and skill to help pupils understand, enjoy and apply their Mathematics.

The course has two closely linked parts: School-based Experience (two thirds of the total time) and University-based Experience (one third of the total time). During the course, you spend time in two placement schools from our partnership group. Whilst on placement, you work closely with your subject mentor and experience lesson observation, team teaching, working with small groups and teaching whole classes of pupils. University-based work is mainly subject-focused but also contains 'Professional Themes' which are common to all subjects and taught in mixed subject groups.

The sessions on the University–based part of the course link the following themes:

• Best practice in teaching and learning mathematics
• National strategies and frameworks
• Research about children learning mathematics
• Practical advice on planning lessons and working in school
• Examples of good activities for the classroom
• Securing sound personal and pedagogical subject knowledge
• Developing a connected view of mathematics
• Resources supporting the learning of mathematics in different contexts
• Supporting learners of differing backgrounds, ethnicity, and attainment.

Some examples of session themes are as follows:

• Assessment and marking
• Managing pupils’ learning
• Planning lessons
• Classroom organisation
• Developing calculation skills across Key Stages 2 and 3
• Children’s conceptions of mathematics
• Investigative and problem solving tasks
• Preparing teaching resources
• Historical and multicultural approaches to mathematics
• Using ICT to teach mathematics:
• Managing diversity, eg: special needs, EAL, high attainers, etc
• Preparing for induction as a newly qualified teacher

Careers Prospects

As a qualified teacher of mathematics, you can expect to be in great demand. Teaching mathematics is a rewarding profession in more ways than one, offering fantastic career prospects and development opportunities. The variety of potential career paths available can see you enjoy all kinds of experiences, roles and responsibilities. In secondary schools you can move up the management structure to gain responsibility for Mathematics as a head of department or head of faculty. You may also gain a position as a Leading Mathematics Teacher (LMT).

Ultimately, you could progress to a senior management position such as deputy or assistant head and/or headteacher - at which point you would have overall responsibility for the management of a school and the education its pupils receive.

There are also good career opportunities in Higher Education teaching and research.

You will be assessed formatively and summatively throughout the course to deepen your understanding of key issues in teaching and learning mathematics. There will also be school-based work that will build on and/or extend University-based work.

Details on how to apply for the Secondary PGCE are available here...

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