Nottingham Institute of Education

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Nottingham Institute of Education

Secondary Education (Mathematics) PGCE

This course has a practical emphasis where the teaching of Mathematics in the school classroom is clearly in evidence. The skills and methods of teaching Mathematics in an effective way are fully explored and are underpinned by research findings.

The course aims to develop confidence and competence in teaching Mathematics in the secondary age range, either 11-16 or 11-18. It provides trainees with an understanding of the importance of the school National Curriculum and current government initiatives. Students gain the ability to plan and evaluate teaching and learning situations and to practice classroom-teaching skills, broaden knowledge of available technologies and how they may be used in school mathematics and understand how children learn mathematics, including the difficulties they experience. Emphasis is given to the pedagogies of teaching and learning and how children acquire mathematical concepts.

Entry requirements

You will need:

  • a good UK honours degree or equivalent, at a minimum 2:2 with at least 50% focused on subject areas that are very closely related to the subject that you wish to teach; and
  • GCSE English and Mathematics at minimum grade C or equivalent. These must have been gained prior to application

Other requirements:

  • an interview; and
  • a Disclosure and Barring Service check; and
  • a Prohibition Order check; and
  • Professional ITT Skills Tests in Numeracy and Literacy (pass); and
  • two references - one academic and one vocational; and
  • applicants must evidence a minimum of ten days mainstream UK secondary school experience (paid or voluntary) in their application. If already completed, this experience must have been gained within the last two years. You may be working towards gaining the relevant experience required at the time of application but this must be completed before the start of the course and you should reference this in your application.

In exceptional circumstances applicants may be considered who do not have a strong degree match, but who have other relevant qualifications, including an A-level in the subject and extensive professional experience. We do not accept Ordinary degrees. The key consideration is if you are able to demonstrate knowledge of the subject that is commensurate with graduate level understanding.

After interview, strong candidates who are not able to demonstrate graduate level subject knowledge may be offered a place on the course, dependent on successfully completing a Subject Knowledge Enhancement (SKE) course in that subject prior to commencing their teacher training year.

If necessary, you can take a relevant GCSE as a private candidate.

Course modules

This secondary Mathematics teaching degree is based around five modules which are core to all trainees. Despite this the course is designed to be flexible, allowing you to undertake some credit-bearing modules at either level 6 or masters level, allowing you a significant amount of choice in identifying the focus of your study within modules in order to meet your own development needs and appropriate to the context of your professional practice placements.

Trainees on the courses will complete 120 credit-points full-time over a school academic year. This spreads their total study hours over a longer period that that of a university academic year. Additionally, the professional focus of the courses will mean that much learning will take place in schools.

The curriculum has been organised so that you will gain substantial support for the study of all modules at the start of the course through front-loaded University-based sessions, before your placements begin. The Learning and Teaching in the Subject module will largely be completed in this period, meaning that you will have clarity about academic expectations and your tutors will have an insight into required support. The other modules will be completed at different stages during the year to ensure both reasonable workload and to allow for the progressive impact of the Learning and Teaching in the Subject and Learning and Teaching in the Wider Context modules (underpinned by the Skills of Enquiry module which is assessed across these two modules) on the Secondary Education Independent Study and Secondary Professional Practice modules which run right until the end of the courses.

Secondary Professional Practice

This module aims to develop you as a teacher who exercises responsibility: for your pupils as individuals and as members of groups within and beyond the school community; and for productive interaction both with professional colleagues including teaching and support staff in school, staff from external agencies, and with other adults, including parents and carers; and for your own professional development. It aims to equip you with theoretical and practical understanding and experience of: planning, setting high expectations and appropriate targets; monitoring and assessment; and teaching and behaviour management.

The aims of the module are to:

  • Develop you as a teacher in your subject and the wider context;
  • Provide you with opportunities to put your knowledge and understanding, skills, qualities and attributes into practice in school; and
  • Enable you to critically evaluate and consistently improve your practice.

Learning and Teaching in the Subject

This module aims to develop your understanding of the key concepts relating to education in your subject. This will form the basis for implementing a pedagogical approach in the classroom. You will identify and reflect upon recent educational research in your subject and consider the potential impact of this on your developing identity as a reflective teacher. This will result in an understanding of what might be considered ‘best practice’ in schools. You will explore modes of delivery that ensure engagement with and enjoyment of the subject and will develop the range of practical skills associated with this. Upon completion of this module you will be able to shape and deliver vibrant learning experiences in your subject.

The aims of the module are to:

  • Develop your understanding of the frameworks, curricula and specifications relevant to your subject;
  • Develop your subject knowledge, your understanding of subject pedagogy and your ability to apply this to your professional practice;
  • Develop your ability to critique research and resources relating to your subject; and
  • Develop your ability to use reflection as a tool for improving your practice.

Secondary Skills of Enquiry

This module aims to develop your skills of enquiry, enabling you to critically review and evaluate theories, knowledge, concepts, research and debate from a wide range of sources. It aims to foster skills in synthesising and articulating your approach to learning and teaching that will then form a foundation for the devising of high quality learning experiences in your subject and the wider context. You will then implement these in your professional practice.

It should be noted that this module is integrated with the Learning and Teaching in the Subject and Learning and Teaching in the Wider Context modules. The teaching and learning in this module is explicitly supported by these modules and the assessment for this module is undertaken through these modules.

The aims of this module are to:

  • Develop your ability to identify, review and critically assess appropriate sources;
  • Develop your ability to synthesise and articulate your approach to teaching and learning;
  • Enable you to use enquiry to improve your professional practice; and
  • Enable you to develop and deploy transferable skills as a basis for your continuing professional development.

Learning and Teaching in the Wider Context

This module aims to develop you as a teacher who exercises responsibility: for your pupils as individuals and as members of groups within and beyond the school community; and for productive interaction both with professional colleagues including teaching and support staff in school, staff from external agencies, and with other adults, including parents and carers; and for your own professional development. It aims to equip you with theoretical and practical understanding and experience of: planning, setting high expectations and appropriate targets; monitoring and assessment; and teaching and class management.

The aims of the module are to:

  • Develop your deep understanding of the fundamental principles of schools, learners and the learning process;
  • Develop your critical awareness of the factors that enable learning for the individual;
  • Develop your personal and professional skills and knowledge required to teach; and
  • Develop your team-working and communication skills required to forge positive relationships.

Secondary Education Independent Study

This is a synoptic module encouraging critical reflection through personal development.

The module will engage you in independent, professional enquiry that supports progress through the Secondary School Experience module. Working from a provided list of current themes relevant to your specialist subject you will develop a focus for your own research and in depth study based on your studies in the other modules.

The module will support you in conducting professional enquiry in relation to the knowledge and understanding of related pedagogy to enable you to teach effectively across the age and ability range for which you are trained. It will lay the foundation for your entry into the profession as an active contributor to the knowledge base of teaching and learning.

The aims of the module are to:

  • Develop your research and professional enquiry skills;
  • Enable you to reflect on your own practice and implement changes based on your reflections; and
  • Provide you with opportunity to use professional and academic sources within your own practice.

Assessment methods

University-based modules: Learning and Teaching in the Subject, and Learning and Teaching in the Wider Context, are assessed at the end of the modules with reflection against the Teacher Standards. You will also conduct a piece of research-based, professional enquiry within the classroom, which is assessed by a formal written report and presentation of findings. A separate, formal assessment also takes place in practical teaching.

Sponsorship information

Bursaries up to £25,000 are available for training to teach Mathematics in 2017.

The Institute of Mathematics and its Applications (IMA) in collaboration with the London Mathematical Society (LMS), the Royal Statistical Society (RSS), The Mathematical Association (MA), Mathematics in Education and Industry (MEI), and the National STEM Learning Centre, is offering scholarships worth £27,500 to the top Mathematics teacher training applicants in 2017.

Fees

Home students can apply for a student loan for tuition and maintenance fees. In addition mathematics students are eligible for generous bursaries as well as maintenance or special support grants.

Qualifications

Qualification Study mode Start month Fee Fee locale Course duration
PGCE Full-time £ 9,250 (Whole course) Home/EU 1 Years
PGCE Full-time £ 12,900 (Whole course) International 1 Years

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