PGCE Secondary Mathematics (QTS)

PGCE, Full-time

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Key Details

  • 1 Years
  • G1X1 Course Code
  • Full Time
maths teacher

Overview

Overview

The Post Graduate Certificate in Education (PGCE) is the most widely recognised UK post graduate award and is transferable.  It is accepted, across the UK and internationally, as an assurance that the candidate has achieved the high standard expected for entry to the teaching profession.

This course offers you the opportunity to learn how to teach mathematics to all ability ranges at secondary level. You will develop a good understanding of maths pedagogy and how to help children grasp complex ideas. Providing you with a solid foundation of professional awareness and understanding, the course will foster and develop your competence and confidence in imparting your subject knowledge to young people.

If your degree does not include enough mathematics, or if you just need a refresher course, the Department for Education sponsors several Subject Knowledge Enhancement (SKE) courses. Newman’s SKE course will provide you with the opportunity to acquire enough mathematics to teach it to at least Key Stage 4 in a secondary school and could improve your chances of employment. Visit the Maths Subject Knowledge Enhancement page further information.

Course Content

Teaching sessions at Newman comprise an exploration of how mathematical topics develop in the 11-16 with post 16 enhancement age range with a brief exploration of Key Stage 2 techniques and how ideas progress at A level. You will be involved in sessions that focus on doing maths, exploring why techniques such as long multiplication work and how children can be guided in their learning.

You will focus not only on how children will develop their mathematical knowledge and understanding but how to increase their confidence in applying it. To assess children’s progress you will explore potential errors and misconceptions and how they might be observed and remedied. Extensive use will be made of ICT to illustrate and model mathematical ideas. This will furnish you with relevant skills that can be taken into the classroom.

School Based Learning

You will gain a vast amount of experience of teaching as a substantial component of the course involves two teaching placements. You will also benefit from Newman’s excellent partnerships with schools in the West Midlands. The programme consists of 40 weeks of full-time study (from early September to the beginning of July), and you can expect to spend at least 24 of those weeks in schools.

You will be supported through these placements by experienced teaching colleagues, including subject mentors – teachers trained to provide beginning teachers with support and guidance. Partnership tutors from Newman will also be allocated to provide advice and support.

You will be encouraged to explore further aspects of mathematics education with groups of pupils across the age and ability range, including those with special educational needs.

Special Features

• As a graduate you will be highly sought after by head teachers as mathematics is a shortage subject. You may also be eligible for a £25,000 scholarship (see Postgraduate Bursaries for more information)

• Newman lecturers use a variety of interactive teaching methods including lectures, seminars and individual tutorials which encourage participation

• You will experience a range of assessment formats including coursework, presentations and practical teaching ability

Entry Requirements

An Honours degree of which mathematics or a mathematics related subject forms a part, or a recognised equivalent qualification. (A Level mathematics will be considered). For full entry requirements please see our admission requirements page.

GCSEs (or in exceptional circumstances their equivalent) in  English Language and Mathematics at grade 4 (grade C previously).  Please be aware that whilst these GCSEs are not mandatory at application point, these qualifications must be obtained by enrolment.

School experience is desirable, but not an essential requirement prior to interview. However, having experience in a school will:

  • Ensure that you are making the right decision to join the PGCE/UG ITE programme
  • Allows you to add additional information at interview about the experience that you have had when working with children
  • Gives you an advantage when you start the course as you will be able to make links between your learning and how this relates to school

At interview we will discuss with the applicant any relevant school experience or opportunities that applicants have had to work with school aged children; in a variety of settings.

The quality and variety of your personal statement is an important factor in the decision to call you to interview. Candidates must attend an interview and take part in literacy and numeracy tasks at Newman University.

Passing the National Skills Tests for Literacy and Numeracy, together with obtaining a Disclosure and Barring (DBS) clearance and meeting the requirements for Fitness to Teach is also required.

Skills Tests Further Information – Click Here

Interview Further Information – Click Here

Contact details

Contact: For course content enquiries contact: Upkar Singh (Senior Lecturer, PGCE Secondary) Tel: 0121 476 1181 (Ext. 2270) Email: U.Singh@newman.ac.uk

Admissions Tel: 0121 476 1181 (Ext. 2378) Email: admissions@newman.ac.uk

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Course Fees

2018/19: £9,250*

*Fees shown are for 2018/19 academic year. The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).

Additional costs: A Disclosure and Barring Service (DBS) is required for entry into this programme. The cost of the DBS is currently £55 (including processing fee) with the option of subscribing to the update service which is currently £13 per year. For more information on your DBS application please click here.

Modules

As a full-time postgraduate student, you will study a total of 60 credits.  Credits are made up of mandatory modules and they are listed below. Modules are 30 credits and you will be required to complete several 0 credits modules also.

  1. SUBJECT KNOWLEDGE AND PROFESSIONAL PRACTICE FOR TEACHING
    (Compulsory) sgp600
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    MODULE SUMMARY :

    This module enables students to develop their knowledge and skills in order to demonstrate that they meet the teachers’ standards for the award of QTS. Delivery of this non-credit bearing module is designed to support teaching placements where the skills and knowledge are both developed and demonstrated. The intended outcomes of this module are successful in demonstrating that they meet the teachers’ standards. Evidence of meeting the outcomes of this module will be demonstrated through an e-portfolio that contains a professional journal and professional development record and evidence of how the teachers’ standards have been met. 

     

    CONTACT HOURS :

    Scheduled : 80.00 Independent : Placement : Total :  80.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    Develop students’ understanding and knowledge of effective professional practice in the following teachers’ standards:

     

    1. Set high expectations which inspire, motivate and challenge pupils
    • establish a safe and stimulating environment for pupils, rooted in mutual respect

    • set goals that stretch and challenge pupils of all backgrounds, abilities and   dispositions

    • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

       

    1.  Promote good progress and outcomes by pupils
    • be accountable for pupils’ attainment, progress and outcomes

    • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

    • guide pupils to reflect on the progress they have made and their emerging needs

    • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

    • encourage pupils to take a responsible and conscientious attitude to their own work and study.

       

    1. Demonstrate good subject and curriculum knowledge
    • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

    • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

    • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

       

    1.  Plan and teach well-structured lessons
    • impart knowledge and develop understanding through effective use of lesson time

    • promote a love of learning and children’s intellectual curiosity

    • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

    • reflect systematically on the effectiveness of lessons and approaches to teaching

    • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

    1.  Adapt teaching to respond to the strengths and needs of all pupils
    • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

    • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

    • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

    • have a clear understanding

    • of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

       

    1.  Make accurate and productive use of assessment
    • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

    • make use of formative and summative assessment to secure pupils’ progress

    • use relevant data to monitor progress, set targets, and plan subsequent lessons

    • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

       

    1.  Manage behaviour effectively to ensure a good and safe learning environment
    • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

    • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

    • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

    • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

       

    1.  Fulfil wider professional responsibilities
    • make a positive contribution to the wider life and ethos of the school

    • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

    • deploy support staff effectively

    • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

    • communicate effectively with parents with regard to pupils’ achievements and well-being.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    Demonstrate a critical understanding of subject pedagogy and professional practice in all the teachers’ standards. This will be achieved through the following learning opportunities:

     

    • Professional practice seminar group study examining aspects of professional practice that are common to all secondary subject teachers, focussing in particular on current school improvement priorities including: Safeguarding pupils, child protection, tackling extremism and e-safety, teaching literacy and numeracy in subjects, supporting underperforming pupils and stretching the most able, teaching SEND and EAL pupils;

       

    • Subject specialism practical sessions that explore subject knowledge for teaching and subject specific pedagogies. Problematic areas of subject knowledge, planning well-structured lessons, assessing progress in subject learning and differentiating progress in the subject are all examined through practical engagement with developing both subject knowledge and teaching strategies.

       

    • A group tutorial that supports engagement with the professional expectations of the course. Students will develop professionalism and working in communities of practice and independent learning and reflection skills.

       

    • An e-portfolio will enable students to develop self-reflection skills and to track their progress and set meaningful and achievable learning goals toward evidencing the teachers’ standards.

       

    METHOD OF ASSESSMENT :

    Component 1 - % Assessment of Students' Progression to Meeting Teachers' Standards, including Attendance and Engagement with e-portfolio

  2. EVIDENCE INFORMED LEARNING, TEACHING AND ASSESSMENT IN MATHMATICS
    (Compulsory) sgp715
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    MODULE SUMMARY :

    This module enables students to develop their understanding of how to manage the learning and teaching environment in school. Three strands of teacher practice are explored: How children and adolescents learn; effective approaches to behaviour management for learning in school and assessment of learning in school.

     

    This learning will be facilitated through taught sessions that introduce theoretical perspectives and research evidence on these three aspects of practice and develop reflection on the implications of evidence for developing practice. School placement will provide opportunities to develop personal practice that implements the implications of an evidence base and reflect on the relationship between theory and practice.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 122.00 Placement : 100.00 Total :  246.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Develop a systematic understanding of professional knowledge, and a critical awareness of current problems informed by current research and advanced scholarship;

       

    • Prepare students to deal with complex issues both systematically and creatively, make sound judgements on the implications of an evidence base, and communicate their conclusions clearly to a specialist audience;

       

    • Develop and understanding of the informing principles and the key characteristics of evidence-informed arguments for effective school-based practice in understanding learning, behaviour management and assessment;

       

    • Enable students to reflect upon a range of evidence drawn from first-hand observations, contemporary educational research and inspection findings to support an informed perspective of learning, behaviour management and assessment practice in school, classroom settings and related learning environments;

       

    • Enable students’ to demonstrate critical-reflection on observed practice that examines the limitations and constraints on practice in a school setting the makes reference to relevant reading, research and inspection findings.

       

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    Demonstrate a critical understanding of three key components in effective evidence informed teaching:

    • Child and adolescent learning and development which impacts on mathematical learning and conceptual development. To understand theoretical perspectives on child and adolescent development, and hence be able to analyse and synthesize mathematical constructs which underpin mathematical conceptual development, mastery and interconnectedness of fundamental mathematical concepts.
    • Behaviour Management – Understand how to apply practical strategies and knowledge to deal with pupil behaviour effectively and create a positive climate for learning in the teaching and learning of mathematics. Emphasis on promoting mathematics achievement and equity across various forms of pupil organisation, as well as exploring philosophical, psychological, cultural, gender and socio-economic implications on  mathematics teaching and learning.

       

    • Assessment – understand the assessment of pupil progress, using summative as well as formative approaches. Understand concepts in summative assessment (such as validity, reliability, norm referencing and criterion referencing). Be able to work with pupil data to plan intended learning outcomes for pupils and describe expected progression which relates to mathematical understanding and conceptual development

     

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4000 words)

  3. PROFESSIONAL ENQUIRY AND SUBJECT LEADERSHIP IN MATHMATICS
    (Compulsory) sgp716
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    MODULE SUMMARY :

    This module engages students with problematic areas of teaching and learning in mathematics in secondary school. Pedagogic approaches that facilitate learning in school of these problematic areas of the subject curriculum are explored through practical engagement with subject specific pedagogic knowledge in seminar sessions. Students develop an area of expertise in mathematics pedagogy that encourages future leadership, initially leadership of classroom learning in their subject and then potential subject leadership within school. The development of this expert knowledge provides opportunity to show creative problem solving informed by research evidence in an area of practice.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 114.00 Placement : 100.00 Total :  238.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Develop a systematic understanding of subject pedagogy, and a critical awareness of current problems informed by current research and advanced scholarship;

     

    • Evaluate critically, current research and advanced scholarship in specialist subject pedagogy and children’s learning in Mathematics;

    • Develop Students’ originality in the application of knowledge to evaluate teaching strategies and develop critiques of them and, where appropriate, to propose new strategies to develop classroom leadership of learning;
    • Develop Students’ understanding of how established techniques of research and enquiry are used to create and interpret knowledge of the effective teaching of Mathematics;
    • Encourage creative teaching of Mathematics;

    • Develop the professional knowledge of issues in the teaching of Mathematics that will support future subject leadership in school.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Explore and analyse challenging aspects of mathematical subject  knowledge that present conceptual tensions for mathematical learning in order  to develop mathematics knowledge for teaching and learning

     

    • Examine and critically analyse subject specific pedagogies in  Mathematics and that evidence supports as potentially effective strategies to help pupils and practitioners overcome barriers to mathematical learning and thinking; emphasis on numerical, algebraic, geometrical and statistical constructs.
    • Demonstrate a critical awareness of  pedagogic developments in Mathematics teaching and learning and how these are underpinned by research evidence and  how that research evidence can impact or inform the development of professional practice;
    • Demonstrate awareness of how pedagogic developments that stem from research evidence and the development of professional practice can enhance mathematical  learning;  such as conceptual development, relational and instrumental understanding and the interconnectedness of mathematical concepts
    • Develop a detailed knowledge of current research that relates to the teaching of an aspect of the mathematics curriculum focusing on problematic mathematics concepts to inform practice
    • Demonstrate how they can critically reflect on creativity in mathematics teaching and learning through, the use of  technologies/manipulatives/tools and  applications in the curriculum, using contextual/situated cognition representations of mathematics
    • Demonstrate a continuing development of a philosophical, cultural and socio-economic  awareness  in the teaching and learning  of Mathematics through their own research and experience in different settings

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4000 words)

  4. SCHOOL EXPERIENCE 1
    (Compulsory) sxp601
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    MODULE SUMMARY :

    This module allows trainee teachers to develop, practice and begin their professional competences as a secondary school teacher, through work in schools/ classrooms/ settings over a nine week placement. It is organised so that in successive modules the trainees will take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the placement they will have the opportunity, supported by School based mentors, Class teachers and subject leaders to develop the qualities and skills necessary to manage pupils, monitor their learning and reflect upon and evaluate their knowledge of the National Curriculum requirements. They will demonstrate expertise in the pastoral and professional duties of a teacher and begin to acquire and develop skills in monitoring pupil’s progress.

    CONTACT HOURS :

    Scheduled : Independent : Placement : 315.00 Total :  315.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable Trainee Teachers to observe and practise the procedures which support effective preparation for teaching and learning as set out in the Teachers’ Standards (DfE, 2012)

    • Enable the trainees to make the transition from observing and supporting lessons to independently planning and delivering lessons

    • Enable trainees to develop a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately

    • Acquire professional competencies necessary to deliver their specialist subject as laid out in the National Curriculum and national qualification examination board syllabi, for Key Stage 3, 4 and 5 (as appropriate) so as to merit Qualified Teacher Status

    • Provide trainees with a structured programme and a supportive environment which will enable them to observe, develop and practise a range of professional skills and competences, which will develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities.

    • Provide opportunities to contribute to the teacher’s wider role of pastoral care, including experience of form tutoring, PSHE and Citizenship.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Begin to demonstrate a knowledge and understanding of the National Curriculum requirements for Key Stage 3, 4 and 5 (as appropriate) in their specialism.

    • Begin to present their specialist subject knowledge clearly and relevantly to the pupils and appraise the place and contribution that their subject makes within the school curriculum.

    • Begin to demonstrate an understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, evaluation and assessment, monitoring and recording of pupils progress for the effective learning for every pupil.

    • Begin to evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.

    • Begin to critically reflect upon the quality if their teaching and its impact upon learners and use this information to inform future practice.

    • Begin to demonstrate effective differentiation of teaching to meet the needs of all learners through the use of challenging learning objectives, range of teaching strategies and effective monitoring and assessment.

    • Create and maintain a purposeful and orderly learning environment within a classroom.

    • Develop effective working relationship with pupils, adults and other professionals

     

     

    METHOD OF ASSESSMENT :

    Component 1 - % Summative Report agreed between School Mentor and Newman Tutor

  5. SCHOOL EXPERIENCE 2
    (Compulsory) sxp602
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    MODULE SUMMARY :

    This module allows trainee teachers to develop, practice and demonstrate their professional competences as a secondary school teacher through work in schools and classrooms over an 11 week experience. This module is organised so that the trainees will be responsible for teaching pupils and fulfilling the duties expected of a teacher. During the placement they will have the opportunity, supported by School Based Mentors, Class teachers and subject leaders to demonstrate the qualities and skills necessary to manage pupils monitor their learning and reflect upon and evaluate their knowledge of the National Curriculum requirements. They will demonstrate expertise in the pastoral and professional duties of a teacher and continue to acquire and develop skills in monitoring pupil’s progress.

    CONTACT HOURS :

    Scheduled : Independent : Placement : 385.00 Total :  385.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to ensure: 

    • Trainee Teachers observe and practise teaching in order to demonstrate the competencies set out in The Teachers’ Standards (DfE, 2012) so as to merit qualified teacher status;
    • Trainees continue to apply their first school experience placement standards and expectations and develop the integrated additional elements of promoting good progress, effective use of assessment, adapting teaching to suit groups of pupils and fulfilling wider professional expectations;
    • Trainees should effectively be able to make the transition from planning and teaching with support to independently planning and delivering lessons that impact on pupil progress;
    • Trainees to demonstrate a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately;
    • Trainees develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    • Continue to demonstrate subject knowledge and an understanding of the National Curriculum requirements for Key Stage 3, 4 and 5 (as appropriate) in their specialism;
    • Present their specialist subject knowledge clearly and relevantly to the pupils and appraise the place and contribution that their subject makes within the school curriculum;
    • Demonstrate an understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, evaluation and assessment, monitoring and recording of pupils’ progress for the effective learning of all pupils;
    • Evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties;
    • Critically reflect upon the quality if their teaching and its impact upon learners and use this to inform future practice;
    • Demonstrate effective differentiation of teaching to meet the needs of all learners through the use of challenging learning objectives, range of teaching strategies and effective monitoring and assessment;
    • Create and maintain a purposeful and orderly learning environment within a classroom;
    • Develop and maintain effective working relationship with pupils, adults and other professionals.

     

     

     

    METHOD OF ASSESSMENT :

    Component 1 - % Assessment of Summative Report and Evaluation of Professional Documentation

  6. TRANSITION AND ENHANCEMENT PLACEMENTS
    (Compulsory) sxp603
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    MODULE SUMMARY :

    This module allows trainee teachers opportunity to develop a comprehensive understanding of progression before and after the age range for which they are training to teach. They will have the opportunity to observe practice in a primary school over a one week placement. During the primary school placement they will have the opportunity to observe and discuss teaching at key stage 2 with class teachers and subject leaders to develop their understanding of transition to key stage 3. A further two week placement will allow trainees to either develop an understanding of teaching in the 16-19 age range where previous placements have not enabled this or to develop a deeper understanding of a specific element of school provision.

    CONTACT HOURS :

    Scheduled : Independent : Placement : 175.00 Total :  175.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable Trainee Teachers to observe teaching at key stage 2;

    • Enable trainees to develop an understanding of transition from key stage 2 to secondary school;

    • To observe, and where possible, engage in delivery of teaching in the 16-19 age range;

    • Where students already have experience with 16-19 teaching, to further develop an aspect of their understanding of the wider practice of teaching;

    • Enable the trainees to reflect on how their own teaching could enhance the transition across age phases.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Demonstrate a knowledge and understanding of teaching and assessment approaches at key stage 2;

    • Demonstrate a knowledge and understanding of teaching and assessment approaches post 16;

    • Demonstrate a knowledge and understanding of arrangements to support transition from primary to secondary school;

    • Develop their own teaching to support effective transition of pupils from key stage 2 to key stage 3 and from key stage 4 to key stage 5.

       

    METHOD OF ASSESSMENT :

    Component 1 - % Assessment of Reflective Professional Journal and Summative Report