Masters Degrees (Maths)

Why choose this course?

• If you would like to teach post-14 learners in the Further Education (FE) and Skills Sector with a specialism, then this course is for you
• The specialist pathways allow you to focus on a key subject area in English: Literacy, Maths, Engineering* or teaching learners with disabilities
• We were rated 'Outstanding' in our most recent Ofsted inspection for the training and assessment of our trainees
• You may be entitled to a bursary, depending on your degree classification.
*‌ Our Engineering pathway is currently subject to validation for September 2016 entry.

About this course:

This course will enable you to apply for Qualified Teacher of Learning and Skills (QTLS) via the Education and Training Foundation (formerly the Institute for Learning). Depending on your preference and prior experience, you can either specialise in English: Literacy, Maths, Engineering* or teaching learners with disabilities.

We will thoroughly prepare you for the practical demands of teaching in the FE & Skills sector within one academic year. The course will also provide you with 60 credits at masters level.

You’ll be based at the University for two days a week, where you’ll be taught in our specialist teacher training facilities. For two days a week, you’ll be on a teaching placement, and you’ll undergo a six-week block placement in February. You will also complete an alternative placement in a different setting which you are expected to have fulfilled before the course starts. This information will be relayed to you on pre-induction.

If you are interested in teaching post-14 learners in areas outside of English: Literacy, Maths, Engineering* and teaching learners with disabilities, then we also offer a generic PGCE Post-14 (Education and Training) course.
Bursaries

There is a government initiative that currently provides bursaries for teaching English, Maths, and SEN disabled learners. The amount is dependent on your degree classification. Please see the Fees and finance section for further details.

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This is a professionally oriented programme that enables you to engage with a wide range of educational issues. It is designed to develop the teaching and learning role through reflective practice. The programme will provide additional opportunities to enhance your understanding of the teaching of Maths in the primary school and a strong focus on your understanding of progression in learning within this subject area.

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If you are enthusiastic about maths and would like to teach it but don’t have all the qualifications to begin our maths PGCE, this course is the ideal stepping stone. This full time one-year (36-week), DfE Teaching Agency approved, subject knowledge enhancement (SKE) course helps you to deepen your knowledge so that you are ready to train to teach maths.

The government needs more mathematics teachers, so you might even be eligible to receive a bursary while on the course.

Work towards teacher-training at Sheffield Hallam

Successfully completing this SKE course enables you to enrol for our one-year PGCE in Mathematics (subject to passing the pre-entry tests in numeracy and literacy). To be accepted onto this course you need to have already been successful in your application for a PGCE course.

Learn in a variety of ways and settings

This SKE course involves studying for one year at our City Campus, right in the heart of Sheffield. We help you to develop your subject knowledge and your confidence using a range of teaching and learning strategies and school visits. You complete mostly subject-based study at degree level, with some work alongside pupils in schools. Teaching groups are small, between 15 and 35 students, and are conducted in a lively and supportive atmosphere.

Other routes

Our two-week, non-accredited Subject Knowledge Enhancement (SKE1) Secondary Mathematics Education course could be a quick refresher if you’re a bit rusty. 

Course structure

Semester one modules

• algebra, thinking, learning and research
• statistics for citizenship
• exploring existing knowledge
• mathematics systems and structures
• the pupil experience of learning maths
• professional standards 1

Semester two modules

• history of maths
• advanced mathematical systems and structures
• cross-curricular mathematical modelling
• enabling mathematical development
• professional standards 2

Employability

Teaching maths is a great choice

Britain needs more maths teachers, so your chances of finding a good job when you graduate from teacher-training are very good.

If you’re still wondering if teaching is for you, we offer free three-day taster courses to give you all the information you need to make a decision.

Alternatively, you can arrange your own informal experience in schools prior to applying.

Our excellent graduate employment record

We have a superb record for graduate employment: over 90% of our PGCE graduates are teaching or in further study within six months of graduating.

Many students gain employment in the region, thanks to our excellent links with over 600 placement partners. About a third of our students accept a job where they did a placement — and since you complete two placements, that increases your chances of being offered a job at a place that you already know.

What you’ll be teaching and to whom

Successfully completing this SKE course qualifies you to take our PGCE course in mathematics (subject to passing the pre-entry tests in numeracy and literacy). Once the PGCE is complete you can begin teaching maths at Key Stages 3 and 4 (11-16) and 5 (16-18) as well as in the learning and skills sector (also called post-16 or post-compulsory education).

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Bursaries are available for graduates with at least a 2:2 degree who train to become maths teachers.

Course overview

This initial teacher training course equips you to share your interest in maths with young people and inspire them to fulfil their potential. There is currently a shortage of maths teachers, and so there are excellent job prospects. Our course prepares you for Qualified Teacher Status (QTS), which is an essential qualification for teaching maths in state-maintained schools.

The course has two strands. The first strand is based at the University and provides a solid grounding in theory and practical issues. The second strand is based in partner schools where you will undertake practical teaching experience.

This programme is also offered as part of our School Direct route.

The Government is keen to encourage high-quality maths graduates into teaching, and so bursaries of up to £25,000 are available for students training to become Maths teachers in 2016/17.

In addition to Government bursaries, students on this course are also eligible for many of the University of Sunderland scholarships. Full details of the Sunderland scholarships available to you can be found on the Entry requirements tab of this course.

The University of Sunderland has a heritage of teacher training which dates back to 1908 so you can be confident that our courses are excellent preparation for a teaching career in which you can inspire young people to realise their potential.

If you require additional support with your maths subject knowledge, for example if you have not completed a maths degree, then we offer Subject Knowledge Enhancement courses.

You will be training alongside other people who have the same career aims as your own. Previous trainees have found that the support you can receive from, and give to, others will make a significant and important contribution to your progress.

Course content

This course blends academic studies at the University with hands-on experience at our partner schools.

PGCE Course content
September – January
-Full-time teaching practice placement (school or college)
-Master's Module 1: Development of Learning: A Case Study – you will identify an educational intervention and explore its use, impact and influence upon the learning of one or more pupils
-Subject Studies related module

January – June
-Full-time teaching practice placement (school or college)
-Master's Module 2: Negotiated Individual Study in Education – you will undertake a piece of action research into an educational issue
-Subject Studies related module

Teaching and assessment

We use a variety of teaching and learning methods which include lectures, seminars, tutorials, project work and group work as well as placements and work-based learning.

Assessment methods include written work, evidence profiles and assessment of your teaching practice.

Our experienced teaching staff are all trained teachers; past Ofsted inspections have noted this and commented 'current university tutors are skilled practitioners who make excellent contributions to training that help to develop trainees' strong subject knowledge and awareness of related teaching skills. All staff ensure they are and remain highly informed of best practice in their subjects.

Facilities & location

The University of Sunderland has excellent facilities on-campus and strong links with schools and colleges in our secondary partnership.

Secondary partnership

The University of Sunderland forms part of a secondary partnership that includes more than 230 schools and colleges. This means that there are wide opportunities for placements during the professional year.

The course is based at our Sir Tom Cowie Campus at St Peter’s. The Campus is on the banks of the River Wear and is less than a mile from the seaside. It’s a vibrant learning environment with strong links to educational institutions and a constant exchange of ideas and people. The campus also includes the Prospect Building – which mirrors our City Campus Gateway style in the main reception area. It also is home to the main campus library as well as several catering areas, which look out onto the river. Prospect underwent a recent 1.25m re-development to ensure it continues to meet the needs of the modern day student.

Staff at the university work hard to ensure there is strong communication and positive relationships between the university and its partner schools. Staff in schools are well aware of their roles and responsibilities. There is a high level of coherence in training between the schools and the university, and between generic and subject training, all of which helps trainees progress.

University Library Services
We’ve got thousands of books and e-books on education topics, with many more titles available through the inter-library loan service. We also subscribe to a comprehensive range of print and electronic journals. Resources include the EBSCO Professional Development Collection, which is a specialised collection of over 500 education journals.

Employment & careers

Everyone who wants to teach in a state-maintained school in England and Wales needs Qualified Teacher Status (QTS). This course leads to QTS and, on successful completion, you will become a Newly Qualified Teacher (NQT).

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PGCE Secondary School Direct (Physics with Maths) provides you with the practical training and theoretical knowledge required to become an outstanding teacher.

Compared with non-School Direct teacher trainees, you will benefit from additional time in school before the PGCE starts and follow a modified version of the course. Throughout, you will focus on the 11-16, 11-18 or 14-19 age ranges in order to gain Qualified Teacher Status (QTS), learning to teach the National Curriculum and related national strategies surrounding GCSE, AS and A2-level study.

The majority of the course focuses upon practical training in teaching and learning-related skills. You will enjoy extended periods of school experience, which will provide opportunities to work in a Primary setting and to teach in at least two different Secondary schools. In total, 25 weeks of your PGCE will be spent experiencing and working in different types of school.

This practical training is underpinned by the development of your knowledge and understanding of educational theories, ideas and concepts, including current issues and developments.

We work with numerous schools in Greater Manchester to offer the School Direct route into teaching; all routes involve the joint selection of candidates by schools and tutors at The University of Manchester.

At the end of the course, your lead school may offer you a permanent role.

Scholarships and bursaries

Home/EU students may be eligible for a repayable tuition fee loan. Home students in England may also be eligible for a repayable student maintenance loan. The loans support available to PGCE students is similar to what is available for undergraduate students and information about government financial support for undergraduate students is available here  . 

If you have graduated in the last three years from The University of Manchester with a 1st class honours degree, you may also be eligible for our Alumni Scholarship.

Information about additional funding options for September 2018 will be available on this page shortly.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: [email protected]

Career opportunities

At the end of the course, your lead school may offer you a permanent role.

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We are passionate about transforming children’s lives and inspiring change. Our Postgraduate Certificate in Primary Mathematics has the ambitious target of ensuring that every school has access to a teacher trained at Masters’ level.

This is a two-year postgraduate course which will help you extend your knowledge, teaching and understanding of mathematics, and develop the skills you need as a leader of mathematics to enable you to support your colleagues and school. We have run this course across a wide range of local authorities since 2009, with over 640 successful graduates.

If you are currently teaching, this course will transform your teaching of mathematics. Within the course, we focus on mathematical thinking, reasoning and problem solving in primary mathematics, without any assumption of pre-existing mathematical knowledge. We particularly develop your own mathematical reasoning and relate this to effective teaching in the classroom. You will work with colleagues in your school to develop mathematics teaching and learning. In this way, the programme impacts upon your school’s professional development as well as your own. You will attain professional recognition as a mathematics specialist, giving you the confidence to teach and lead in this subject.

This course is Masters’ level professional development for primary mathematics teachers. It focuses on new and evolving aspects of maths teaching such as fluency, reasoning and mastery, reflecting current government agendas.

You will have the opportunity to

• improve your mathematical subject and teaching knowledge
• further understand how your pupils learn mathematics
• evaluate your own learning to improve your teaching practice
• build your collaborative and leadership skills through peer coaching

Learn how to develop your schools’ approach to mathematics teaching and learning

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This course will train you to become a physics and mathematics teacher across the 11-16 or 11-18 age range. It will prepare you to teach the National Curriculum and related national strategies, GCSE and A level. Completion of this 10 month course leads to both a postgraduate qualification and qualified teacher status (QTS).

The physics with mathematics combination is now firmly established as an alternative to the traditional combination of physics, biology and chemistry in a teacher training course. Physics with mathematics trainees focus on the two highly valued subjects of physics and mathematics and being qualified to teach both these shortage subjects will increase your employability.

The course combines master's level academic study of physics and mathematics education with a range of school experiences. Approximately two-thirds of your time will be spent in our partnership schools and colleges developing your practical teaching skills with the support of trained mentors and experienced teachers. When on placement, you will observe and teach classes under the guidance of an experienced science teacher mentor, improving your skills in planning, teaching and assessment.

Throughout the course you will learn:

• How to develop the confidence and competence of all pupils in thinking scientifically.
• How to teach and assess pupils' understanding of the different branches of science.
• How to help pupils to develop as independent and collaborative learners.
• How to use practical exercises, ICT and `the real world' in the teaching of science.

What our students say:

'The course has been fantastic, the experience and most importantly the confidence I have developed whilst being on the PGCE is beyond anything I could have imagined. Yes it has been tough, but it has been completely worth it!'

Aims

We will prepare you to help your pupils develop their capabilities in all aspects of scientific practice, such as: observing; experimenting; measuring; testing; creative thinking; reasoning; calculating; planning; arguing; and critiquing.

The University part of the course will enable you to reflect on teaching learning and pedagogy as well as encouraging you to observe how children learn. University sessions will include:

• science subject knowledge and pedagogy;
• misconceptions in science;
• the role of group work and classroom talk in the science classroom;
• the national curriculum and current debates in science education;
• planning lessons;
• assessment for learning;
• differentiation;
• managing pupil behavior; and
• keeping records and using data to support pupils' progress.

What our students say:

'I particularly appreciated the opportunity to go to University to talk with other trainees about their experiences. I have also found the assignments to also be a huge benefit as it gives me time to pick an area I want to develop but I have little knowledge of.'

Special features

• Top university to study a PGCE in the North of England (Good Teacher Training Guide 2017).
• Rated as 'outstanding' by Ofsted.
• Extensive classroom experience supported by experienced science tutors and mentors.
• 92% of our graduates in a teaching post within six months of completing the course - consistently better than the North West average (The University of Manchester 2013-2016).

Teaching and learning

The structure of our PGCEs includes both school-based and University-based learning. On our secondary PGCEs, around two thirds of your time will be spent in secondary schools, academies or colleges on placements. You will also need to undertake self-directed study in the evenings and weekends, such as background reading, creating lesson plans and completing written assignments.

A wide range of teaching methods are incorporated into the course, including: seminars; lectures; group discussion; practical workshops; trainee-led presentations; and peer review. Peer observations of lessons will enable you to participate actively in your own and your fellow students' development as teachers. You will be encouraged to use similarly active and well-principled approaches in your own science labs and classrooms. You will be provided with a significant amount of responsibility to develop your own teaching style, set targets, take your own initiatives and evaluate your own work in planning, teaching and assessing. You will also need to undertake self-directed study in the evenings and weekends, such as background reading, creating lesson plans and completing written assignments.

Teaching on our secondary science PGCEs is enhanced by the contribution of a small team of experienced teachers who work alongside PGCE tutors on school visits and in University sessions, plus visitors from exam boards and from the Royal Society of Chemistry, the Institute of Physics and the Society of Biology. Some sessions are run jointly with the University's science departments to benefit fully from the resources of the University, and with Manchester Museum and the Museum of Science and Industry in Manchester.

The course is a partnership between the University and schools and colleges drawn from a wide area, including Bolton, Bury, Cheshire, Deeside, Lancashire, Manchester, Merseyside, Oldham, Rochdale, Salford, Staffordshire, Stockport, Tameside, Trafford, Warrington and Wigan. In your placement schools and colleges, you will observe and teach classes under the guidance of experienced subject mentors.

Scholarships and bursaries

Generous, tax-free funding is available to the best graduates training in a range of subjects. You could get a £26,000 bursary or be awarded a prestigious scholarship - which provides additional support and benefits throughout your training year.

Information about additional funding options for September 2018 can be found on the Department for Education website

Home/EU students may be eligible for a repayable tuition fee loan. Home students in England may also be eligible for a repayable student maintenance loan. The loans support available to PGCE students is similar to what is available for undergraduate students and information about government financial support for undergraduate students is available here . 

If you have graduated in the last three years from The University of Manchester with a 1st class honours degree, you may also be eligible for our Alumni Scholarship .

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: [email protected]

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A University of Hertfordshire research degree is an internationally recognised degree signifying high levels of achievement in research. It develops extensive subject expertise and independent research skills which are honed over an extended period, depending on the level of the award. You would undertake a substantial, original research project for the duration of the degree, under the supervision and guidance of two or more academic members of staff. Your supervisory team provides guidance both in the selection of a research topic and in the conduct of the research. You are also supported by attendance at postgraduate seminar series to develop subject specific knowledge and research skills relevant to your field of research. The degree is assessed solely on the basis of the final research output, in the form of a substantial written thesis which must be "defended" in a viva. During the course of the degree, you would be given opportunities to present your work at major conferences and in refereed research publications.

Why choose this course?

-An internationally recognised research qualification
-Developing advanced subject expertise at postgraduate level
-Develop research skills through practice and extensive research experience
-Employers are looking for high calibre graduates with advanced skills who can demonstrate independence through research

Careers

Graduates with this degree will be able to demonstrate to employers a highly-valued ability to work independently on a substantial and challenging original project and to maintain that focus over an extended period, and will have developed much sought after, highly refined research skills.

Teaching methods

Research degrees are not taught programmes, however, programmes of supporting studies are a key element.

The School of Physics, Astronomy and Mathematics has an international reputation for conducting high quality research. Postgraduate students account for a substantial part of the School's research effort, demonstrating the quality of the research standards in the School and the importance with which the School views the development and training of its postgraduate research students.

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We welcome educational practitioners from science, technology, engineering, mathematics and computing, from all phases of education and work place training on our STEM Masters course. The STEM Masters course will consider the development of conceptual understanding generic to all the STEM subjects, whilst developing expertise within a specialist aspect. This course will challenge students to think deeply about their own professional contexts and settings, their place and role within this, and the possibilities for development, change, and generating practice knowledge and innovations. We will engage critically with the research that informs thinking about learning and classroom practice in the STEM subjects. We will examine the place of practical experience and the use of problem solving in real life contexts in developing pedagogical approaches. Students will look at how belief systems are established and at some of the counter-intuitive ideas that learners need to confront within the STEM subjects. We will consider the importance of developing positive attitudes in learners and explore the strategies involved in the successful management of change within institutions. Course members will also consider the role of the STEM subjects in all aspects of wider society.

This award is part of the Manchester Met Faculty of Education postgraduate Professional Development Programme.

Features and benefits of the course

-An expert team of tutors working across the STEM disciplines of science, technology, engineering, mathematics and computing
-Masters level continuing professional development tailored for your own context, priorities and interests, drawing on multi/interdisciplinary perspectives
-Offers an opportunity to work with those engaged in STEM education subject disciplines at various levels and to develop a shared understanding of STEM education as an inter-disciplinary and applied approach
-Places enquiry and purpose at the heart of professional practice
-Flexible award structure and three starting points (October, February, June)
-Participation in a large, dynamic and forward-thinking taught postgraduate community
-Course design and delivery to fit with busy work, and other, commitments
-Possibility of accrediting prior experiential learning (APEL)
-Masters level credits from other courses, subject to certain conditions

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The Postgraduate Certificate in Teaching A-Level Mathematics is designed for practising secondary Mathematics teachers who wish to develop or enhance their teaching at post-16 level. The course was developed at Warwick University under the aegis of MEI. In addition to developing your subject knowledge, you will focus on the theoretical underpinning of learning advanced Mathematics and will explore the evidence base for the teaching of one mathematical topic in more depth.

If you are considering this programme, you may also be interested in the MSc Mathematics Education.

Facts

Mode of study: a series of full-day sessions, usually in pairs.

Duration: an academic year.

Location: Durham City campus.

How will I be taught?

The course is very 'hands-on'. Expert tutors come from both Durham University and the University of Warwick. You will work with peers on a range of problems and will reflect on both Mathematics and the appropriate pedagogy.

You will be assessed using a variety of methods, including a portfolio, written assignments, reports and presentations.

What will I learn?

The certificate is based on two modules: A-Level Mathematics Pedagogy and Classroom-based Enquiry in A-Level Mathematics.

A-Level Mathematics Pedagogy

The module introduces the theoretical and practical underpinnings of advanced Mathematics teaching and learning and introduces existing research findings in the area. It covers issues such as the role of questioning in the A-Level Mathematics classroom, visual representations of complex concepts, proof and reasoning and the role of ICT. The assessment involves the production of a portfolio (33%) outlining both the development of subject knowledge and practical teaching skills, as well as a written assignment focused on a key topic in the learning and teaching of A-Level Mathematics (67%).

Classroom-Based Enquiry in A-Level Mathematics

The module develops the skills associated with small-scale, classroom-based research methods to enable teachers to explore an aspect of teaching and learning around one mathematical topic in their own classroom. Building on an understanding of research methods gained from existing literature, the module will examine alternative pedagogies in A-Level Mathematics, assessment, the role of optional modules (such as statistics, decision and mechanics) in developing mathematical understanding, as well as methodological ideas such as action research. The module is assessed by a presentation on a chosen classroom-based enquiry topic (33%) and a written report of the methods and findings of the enquiry project (67%).

Who will teach me?

Bernard Murphy is the MEI Programme Leader for CPD. After 11 years in the classroom, in England and, through VSO, in Tanzania, he joined MEI in 2003 to set up the TAM programme at the University of Warwick. Most of his work now involves CPD related to the Mathematics A-Level. In addition, he was recently involved in a European Project 'Awareness of Big Ideas in the Mathematics Classroom', carries out reviews of whole Mathematics departments, regularly presents master classes to primary and secondary school pupils, has been an A-Level principal examiner and is an author of textbooks.

Mike Ollerton is mainly responsible for supporting teachers through the two Master's modules. Mike has worked on Master's programmes since 1998 in Cumbria (formerly St. Martin's, Lancaster), Warwick )from 2011) and more recently in Durham (2012).He has 20+ years of secondary school Mathematics teaching and is passionate about seeking ways to make the learning of Mathematics accessible and understandable. Since 2006, Mike has been a freelance consultant, working with may schools and running courses focusing on problem solving and investigative approaches. He is a long term member of the Association of Teachers of Mathematics.

James Frost is a member of the Durham University team that works alongside MEI in offering the TAM programme. His primary role resides within the practical teaching element of the course and thus, he is responsible for ensuring that the ideals and philosophy of the programme are evident within the classrooms of TAM students. James has 20 years' experience as a teacher and educator, working on BA, B.Ed and PGCE programmes both in the UK and overseas (St. Lucia). Currently studying for a doctoral qualification, James is particularly interested in the use of ICT in Mathematics classrooms, especially the role of multiple representational environments in developing mathematical understanding.

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The course is workshop based so that you have the opportunity to participate actively in each and every session. A variety of teaching approaches are considered for use in the classroom including problem solving, investigational work and the use of Information Technology. Initially, you will concentrate on how to plan lessons and how to incorporate variety in to your teaching. A key aspect of the course is the opportunity to develop your teaching so as to cater for the different learning styles of pupils.

The National Curriculum is a major focus of the course and is examined in detail so that you are well prepared for your first teaching post.

A variety of schools are visited so that you encounter several different environments and your experience is as wide as possible.

Course assignments are directly related to your teaching practice so that they are helpful and relevant.

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This programme enables students to improve their mathematics teaching at primary level, take a lead in their school in mathematics education, gain a deep knowledge of mathematics from Foundation Stage up to Key Stage 3, assess children’s learning, and gain 90 ‘M’ level credits to put towards a Master’s degree.

Degree information

This programme aims to develop students’ knowledge and methods of teaching and learning mathematics. It will prepare participants to play a leading role in supporting their colleagues in developing their mathematics teaching. The programme covers topics such as algebra, geometry, fractions, early counting, and working with colleagues.

Students undertake modules to the value of 90 credits.

The programme consists of three core modules (90 credits).

Core Modules:
-Primary Mathematics Specialist Teaching: Mathematics and Pedagogy
-Primary Mathematics Specialist Teaching: Theory into Practice
-Primary Mathematics Specialist Teaching: Whole School Issues

Options:
-There are no optional modules on this programme.

Dissertation/report

Teaching and Learning:
The programme is delivered through a combination of face-to-face sessions and activities to be carried out in school between sessions. Assessment is through written assignments and a portfolio of work, including a reflective essay.

Fees notes

Fees for flexible, modular study are charged pro-rata to the appropriate full-time Postgraduate Certificate's fee taken in an academic session. The tuition fee schedule for 2016/17 entry can be viewed on the UCL Current Students website.

Funding

There are a number of scholarships available that are relevant to this department. For more information please visit: http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/postgraduate-certificate-primary-mathematics-specialist-teaching-mast

For a comprehensive list of the fundingopportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website: http://www.ucl.ac.uk/prospective-students/scholarships

English Language requirements

If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.

The English language level for this programme is: Special. Only the IELTS or a pass to the required standard in the Institute of Education's pre-sessional English (PASHE) course are accepted. If taking IELTS, applicants must obtain an overall grade of 7.0 with a minimum of 6.5 in the reading subtest and 6.0 in the writing subtest.

Careers

The Williams report identifies the Mathematics Specialist Teacher as someone who, in partnership with the senior leadership team, will share the "responsibility and planning for improving, strengthening and developing mathematics teaching and learning within the school". For a Mathematics Specialist Teacher working in a cluster or federation of small schools, this may involve fulfilling this role more widely.

Employability

On successful completion of the programme, the Mathematics Specialist Teacher will have deep mathematical subject and pedagogical knowledge that informs and is informed by their own practice through study, analysis and research. They will have developed the collaborative, practice-transfer skills needed to work with colleagues across the school to develop their subject and pedagogical knowledge and to implement improvements in the teaching and learning of mathematics for all children in the school.

Why study this degree at UCL?

The Department of Learning and Leadership at UCL Institute of Education has developed an internationally recognised reputation for early childhood and pre-school and primary education studies.

The department provides opportunities for specialist study of early years and primary education in initial teacher education and at postgraduate and doctoral levels. It also offers and hosts a range of events including research seminars and conferences in the field.

In all its work, the department is strongly committed to working in partnership with government agencies, education authorities, schools, early years and community groups and other departments within UCL Institute of Education.

Application and next steps

Applications:
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

Who can apply?
The programme is designed for fully qualified teachers working either full- or part-time at primary level or in an early years setting (including special needs schools or pupil referral units) in the UK.

Applicants are normally expected to be:
-enthusiastic about and committed to developing the knowledge, skills and understanding needed to become a Mathematics Specialist Teacher
-well placed to lead imprrovements in the teaching and learning of mathematics in their school and have a good working relationship with the school's leadership team
-prepared to undertake personal, extended professional learning activities, maintain a professional learning log and undertake professional development tasks that will involve them carrying out in-school support to colleagues.

Application deadlines: 29 July 2016

What are we looking for?

When we assess your application we would like to learn:
-why you want to study Postgraduate Certificate in Primary Mathematics Specialist Teaching at graduate level
-why you want to study … at UCL
-what particularly attracts you to the chosen programme
-how your academic and professional background meets the demands of this challenging programme
-where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver. Applicants who have a portfolio are strongly recommended to submit it when they apply.

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About the PGDE

Looking for a qualification to teach in FE colleges, sixth forms, prisons, adult education or work-based settings?
The Postgraduate Diploma in Education - Teaching and Learning (FE and Skills) is a qualification similar to the PGCE but which offers you the chance to study entirely at Level 7 with the additional benefit of studying a specialist module in English, maths, SEND or Learning Technologies.

Who is the course for?

The Postgraduate Diploma in Education - Teaching and Learning is for anyone teaching or interested in teaching in a lifelong learning setting and in all subject areas including engineering, science, construction, sport science, maths, English, social sciences, languages, SEND, retail, hospitality and catering, leisure and tourism, business, IT, learning technologies, childcare, healthcare and art and design.

Key features of the course (2016/17)

Nationally recognised Initial Teacher Training course at a top university
Excellent value - same price as PGCE but all at Level 7 and an additional 30 credits
Bursaries may be available for teachers of maths, English and SEND (Special Educational Needs and Disabilities)
Specialist modules available for those wishing to teach: Maths, English and SEND
Support with changing careers
Teacher Training placements across the midlands
Awarded outstanding by Ofsted in Leadership and Management in November 2015
2 days in University, 2 days in placement and 1 study day per week

Funding Information

Funding information about be found on the government funding guidance page: https://www.gov.uk/guidance/funding-initial-teacher-training-itt-academic-year-2016-to-17

How to apply

http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/howtoapply/

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We will help you develop new ways of teaching maths and create stimulating learning environments using teaching methods developed in countries with high achieving maths students.

We have been identified as one of the leading teacher training providers in England. We are one of only 25 universities to have had their initial teacher training allocations confirmed for the next three years, an acknowledgement by the Department for Education of their excellent provision.

A key part of your training will be learning how to use geometric tools and devices to teach mathematics, as well as the effective use of interactive white boards and online maths resources. You will also learn how to use traditional textbooks to devise your own teaching resources that will meet the needs of your pupils, regardless of their ability.

We will teach you to think outside of the box when considering how to make mathematics an interesting and relevant subject for your pupils. For example, you will be encouraged to organise external visits to help your pupils understand how maths is used in the real world and to stimulate their interest and excitement in solving mathematical problems.

Aside from developing your ability to teach, you will also hone your communication and interpersonal skills. You will be able to instil confidence in your pupils so they can achieve their potential, and you will learn how to motivate support staff so they can help you deliver outstanding lessons.

You can choose from two different training models.

University-led: You will develop your theoretical knowledge at our Headingley Campus, which offers a superb learning environment, modern facilities and excellent resources. Your learning will be informed by the very latest research and the expertise of our supportive teaching staff. We will organise your extensive school placements so you can apply your knowledge in a classroom setting and your placements will be timetabled to fit with your taught seminars on campus.

School Direct: For the vast majority of your course, you will be based in your provider school or schools, learning on the job while being supported by experienced teachers and mentors. You will attend our Headingley Campus one day a week (usually a Friday) for key module seminars.

School Direct lead school and alliance:

Batley Girls High School - Visual Arts College, Yorkshire Rose Teaching Alliance

Castleford Academy

To view our full range of PGCEs, and for more information, please visit our teacher training pages .

Modules

• Child Development: Assessment, Pedagogy & Curriculum
• Practitioner Enquiry
• Professional Practitioner

Job Prospects

Completing this course will enable you to be recommended for Qualified Teacher Status. Subject to ratification by the Department for Education, you will then be qualified as a secondary school teacher, with a specialism in maths.

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Do you have an aptitude and passion for mathematics and statistics, a keen interest in finance and insurance and want to work for a major financial organisation in finance, insurance or the money market? This course will provide you with a deep understanding of the world of finance, and give you the ability to speak its 'language'. This course combines theory with hands-on practical skills via an industry placement or research project – ensuring you graduate with the right skills increasingly being sought by banks and other financial institutions.

The Master of Financial Mathematics offers advanced training in the core areas of stochastic, financial and insurance modelling, statistical analysis and computational methodology, as well as in a wide range of elective topics from economics, econometrics, finance, mathematics and probability.

Graduates of this course are likely to enter specialist careers in research departments within banks, insurance and consultancy firms or derivatives of valuation and portfolio management within investment houses.

The School of Mathematical Sciences sits within the leading Faculty of Science at Monash University. This vibrant, dynamic and successful School is undergoing a period of growth with the appointment of several new senior academic staff including Professor Gregoire Loeper, Course Director for the Masters of Financial Mathematics. With mathematics as the fundamental underpinning of so many subject areas, sectors and disciplines, the School is also building ever stronger collaborations with relevant industries, including the financial sector.

Visit the website http://www.study.monash/courses/find-a-course/2016/financial-mathematics-s6001?domestic=true

Course Structure

The course is structured in three Parts. Part A. Orientation studies, Part B. Specialist studies, Part C. Applied professional practice. All students complete Part B. Depending upon prior qualifications, you may receive credit for Part A or Part C or a combination of the two.

Part A. Orientation studies
These studies provide an orientation to the field of Financial Mathematics. You will choose studies that complement your current knowledge relevant to financial mathematics, including principles of econometrics, mathematical methods and stochastic processes.

Part B. Specialist studies
These studies will provide you with advanced knowledge and skills relevant to thoughtful, innovative and evidence-based practice in financial modelling and analysis. You will acquire core knowledge of and skills in financial econometrics, and advanced mathematical modelling and computational methods in finance. You will complement these with study in areas of your choice, including interest rate modelling, Markov processes, statistical learning in finance, and global financial markets.

Part C. Applied professional practice
These studies will provide you with the opportunity to apply your knowledge skills developed in Part A and B to "real life" problems, through completing an industry project or an industry internship. Students admitted to the course who have a recognised honours degree or graduate diploma or graduate certificate in a cognate discipline including mathematics or statistics, will receive credit for this part however, should they wish to complete a 24 point research project as part of Part B they should consult with the course convenor.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/science

About Mathematical Sciences

The School of Mathematical Sciences at Monash University is leading the way towards finding effective solutions to some of society's most pressing problems. Maths is the language of science and forms the basis of most of modern science and engineering. Our enthusiastic mathematicians love finding the true magic and beauty in maths and subsequently pass this passion on to their students.

Teaching

Studying maths equips you with a range of valuable, unique skills. Some of the exciting areas mathematicians at Monash are working on include mathematical modelling to predict behaviour, analysis using pure maths, and stochastic processes involving risk, randomness and change.

Mathematics and statistics are also the two cornerstones for decision making and various quantitative activities in commerce, industry, education and defence. From direct and daily experience, most companies and organisations have realised that success depends critically on the level of analytical, quantitative and statistical skills of their workforce and they therefore seek employees with a sound mathematical training.

By studying mathematics at Monash, you will also develop general skills in problem-solving, critical thinking, modelling, learning, analysis, research and creativity, which can be used wherever your career may take you.

Research

The School of Mathematical Sciences focuses on these main areas of research:

- Applied and Computational Mathematics
- Pure Mathematics
- Stochastic Processes

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/financial-mathematics-s6001?domestic=true#making-the-application

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