Secondary Physics with Mathematics
This is the ideal route into teaching if you’re passionate about both subjects and wish to teach Physics, with the flexibility of being able to teach Mathematics as a subsidiary subject up to GCSE level.
Rather than the traditional combination of physics, biology and chemistry; you’ll focus on physics and maths, a combination which is undergoing a revival in schools. This PGCE programme is fully supported by the Institute of Physics (IOP) and the Royal Academy of Engineers.
This practical programme will teach you about life in the classroom. You’ll gain the knowledge and understanding necessary to reflect on your practice, and that of your colleagues, in order to improve your teaching and children's learning.
You’ll learn how to focus on an overarching goal related to teaching maths, as well as exploring research questions through collaborative and individual practices.
Children’s learning is at the heart of the programme; we’ll ask you to consider what ‘understanding’ means and how it can be developed and assessed.
When you graduate, you’ll be fully qualified to teach, with the essential skills and confidence that you’ll need to be successful in the classroom.
You’ll need to be well suited to the teaching profession both personally and academically.
The programme provides a carefully structured balance of University and school based phases. During the first university phase we will concentrate on developing the knowledge and skills necessary for your first teaching practice. During the second university phase we consider teaching and learning at Key Stage 4 and A-level in greater depth.
The School phases are with two different partner schools. The first six-week phase is before Christmas and the second 14-week phase runs from March. The first of these phases is usually in a pair, so you’ll take responsibility for teaching the classes whilst your partner supports you.
Assessment is designed to be progressive and to assist you in the provision of evidence to support your achievement against the Standards for QTS.
PGCE programmes are assessed in University, schools or other settings.
The evidence base includes:
- Formally assessed assignments;
- Professional dialogue in progress reviews;
- The Professional Learning and Practice portfolio;
- School phase reports and observations;
- Professional development activities;
- Subject knowledge tests and tasks (where appropriate).
A personalised process of continuous assessment ensures that learning is appropriate and effective. Assessment takes account of both the programme experience and the school or setting and includes researching developing practice through assignment tasks. Support is provided to develop a rigorous evidence-based account of your educational journey.
As the programme is practical most of the University sessions can be thought of as workshops. We consider issues related to the engagement and motivation for the learning of mathematics and prepare you to be active participants in the mathematics education community through networking and engaging with various projects locally, nationally and internationally.
We consider how a child’s learning progresses, develops and depends on enthusiastic teaching of the subject, and how teaching styles can aid this. We visit local classrooms to gain insight into these aspects of Maths education and to test the ideas developed.
ICT plays a major part in teaching mathematics in schools so you are given opportunities to develop your skills in the use of mathematics-specific software, as well as how to use web-based tools to share your resources with your colleagues in the field.
Learning and teaching in PGCE programmes takes place through a combination of the following methods:
- tutorials at key points across the year;
- lectures, seminars and workshops;
- group activities: presentation; group discussion; role play and collaborative working
- independent learning;
- peer support;
- developing professional learning and practice in schools and settings;
- blended learning employing electronic resources, including the University’s Virtual
- Learning Environment (Minerva);
- observation of teachers’ including other Bath Spa Teachers’ practice;
- professional development activities undertaken in University and school or other settings.
|Qualification||Study mode||Start month||Fee||Fee locale||Course duration|
|PGCE||Full-time||£ 9,250 (Whole course)||Home/EU||1 Years|
|PGCE||Full-time||£ 12,500 (Whole course)||International||1 Years|
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