This programme is for students who have a strength in mathematics and wish to teach in primary schools, focusing solely or mainly on mathematics.
This programme has been devised in response to government policy to train specialist primary mathematics teachers to address identified needs in primary mathematics teaching.
The programme focuses on developing you as a confident mathematics teacher, able to teach higher attaining older children as well as teaching to the range of attainment found in primary schools. As a specialist mathematics teacher you will also be someone able to advise and enthuse colleagues so as to raise attainment throughout the school. As Ofsted (2011) showed, this means ensuring effective mathematics teaching from the Foundation Stage and for all children, not just high attainers.
You will be someone who can demonstrate enthusiasm for the subject and potential to inspire children and colleagues. The aim is to raise the profile of mathematics and confidence and achievement of children.
You will need to demonstrate very good subject knowledge as well as having a strong interest in promoting positive attitudes to mathematics learning. In addition you will need to show you have a good understanding of primary education and a commitment to high expectations for all children.
The course provides both an academic qualification at Masters-level (PGCE) and a recommendation for Qualified Teacher Status (QTS). You will gain from the expertise and enthusiasm of our school mentors and university subject tutors in small, subject-based teaching groups at Roehampton, tailored to your experience and expertise.
A combination of extensive school partnerships, strong pastoral support and a close-knit student community means that you will receive an excellent experience.
The Mathematics Specialist pathway has different modules which are geared towards becoming a specialist Mathematics teacher.
You will focus on the core knowledge, skills and understanding necessary to enter the teaching profession and spend time analysing the primary practices experienced in your placements with a consideration of contemporary issues and research. You will also focus on subject knowledge and pedagogy in the National Curriculum core subjects (English, Mathematics and Science) and foundation subjects (Art and Design, Computing, Design and Technology, Foreign Languages, Geography, History, Music, Physical Education and Religious Education). The foundation subjects are introduced via one group seminar for each of the nine subjects. This session will provide an introduction to the subject including pedagogical techniques and provide a signpost to current research and further reading.
The knowledge in this programme will be a combination of mathematics carried out by the specialists themselves and an in depth study of the mathematics to be taught. You will build a strong awareness of how to transform mathematical ideas into knowledge for teaching. Personal subject knowledge will be addressed through materials such as Roehampton’s very successful Mathematics Enhancement Course, adapted for primary specialists.
You will spend time in school where you will have the opportunity to develop and practice skills and strategies which promote children's learning. During the placement you are expected to draw upon all the other modules in the programme and engage in analysis and evaluation within the framework provided by the PGCE Primary Profile of Professional Development. The focus of this placement is to act as an introduction to effective teaching and learning strategies and to provide an opportunity to observe children as learners, developing an understanding of how a range of factors impact on the learning and well-being of individuals.
Upon application to the programme, trainees choose an age specialism (3-7 years or 5-11 years). This determines the mix of placement schools offered for both SEs.
You will be required to have had experience with children in school, and will normally have at least an A level in mathematics (Grade B would attract a bursary) and preferably a degree in pure mathematics or in a subject that has substantial quantitative content in the degree. However, exceptionally we would consider for interview individuals with less traditional backgrounds but who exhibit other indicators of high quality mathematics and suitability for classroom practice.Please see further specific entry requirements at View Website