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PGCE Secondary Education Mathematics


Course Description

COURSE DETAILS
There is a national shortage of mathematics teachers, but we are helping to produce teachers of excellence who can inspire young people in the classroom.

We believe mathematics is an exciting subject and the PGCE Secondary Education: Mathematics course at Birmingham City University enables graduates to develop the skills and knowledge necessary to teach successfully, as well as explore the knowledge, skills and understanding young people need as part of their mathematics education.

As well as taking advantage of the superb facilities at the faculty, trainees have access to the team of tutors, all of whom are outstanding teachers of mathematics.

KEY FACTS
This is a professional teacher training course that leads to Qualified Teacher Status and is available at both Level 6 (H) and Level 7 (M).

The National College for Teaching and Leadership bursaries are available for trainees on eligible postgraduate courses in England who are not employed as a teacher. Bursary amounts will vary depending on teaching subject and degree class.

We are justly proud of our very high educational standards and facilities, including specific mathematics teaching rooms with interactive whiteboards, which enable students to get a genuine feel for teaching in a school even before embarking on teaching practice.

In the latest Newly Qualified Teacher (NQT) Survey (2011-13 aggregated data) 95 per cent of Birmingham City University trained newly qualified secondary teachers rated the quality of their training good or very good.

All students are guaranteed outstanding support from both their tutors at the University - all of whom are exceptional classroom teachers themselves - and from the partnership secondary schools, of which there are more than two hundred across the Midlands.

Two thirds of the course takes place in school and we ensure that students are offered a number of placements in a wide range of educational establishments - at least two different schools, plus visits to other schools, includ­ing a primary school - so valuable experience is gained in a variety of settings.

ENTRY REQUIREMENTS
You must have a good degree (minimum 2:2) from a UK higher education institution or equivalent, at least 50 per cent of which is in mathematics or a mathematics-related subject area. You must have a GCSE grade C or above (or equivalent) in both English language and mathematics prior to application and if you are offered an interview you will take a written test to assess your standard of English.

For entry onto a teaching course from September 2014 you will also be required to pass the Skills Tests in Literacy and Numeracy. Please visit the Department for Education website for further information.

There is an expectation that you will have had some general experience of working with secondary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.

As part of the selection procedure, the interview panel will expect you to demonstrate your knowledge of mathematics and will assess personal qualities such as the potential to relate well to secondary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.

Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and completing successfully an enhanced disclosure via the Disclosure and Barring Service (DBS).

COURSE STRUCTURE
This course aims to produce highly skilled graduate teachers who have an in-depth knowledge and understanding of teaching and learning, which will enable them to demonstrate the highest levels of professional practice.

This is an intensive and demanding course, which offers superb preparation for anyone who is committed to educating young people.

Central to the curriculum is the study of education, pedagogy and professional practice from both generic and subject-specific perspectives, which is delivered using a combination of workshops, lectures, seminar groups and individual study.

To complement this there is a programme of mathematical subject knowledge and enhancement that supports the development of subject pedagogy. Specialist subject knowledge of mathematics is up-dated throughout the course to ensure trainee teachers are fully conversant with curriculum requirements.

ASSESSMENT
Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Professional Development Profile is verified by mentors.

FURTHER STUDY
Our MA Education and Masters in Teaching and Learning (MTL) programmes are designed to serve the continuing professional development (CPD) needs of teachers. Birmingham City University trained teachers with PGCE credits at level 7 benefit from advanced standing on these programmes.

EMPLOYABILITY
This is an “11-16” course with post-16 enhancement, offering graduates maximum flexibility when looking for a teaching post.
Employment prospects are excellent based on consistently high employability scores and demand for Birmingham City University trained mathematics teachers.

HOW DO I APPLY?
All applications for 2014 entry need to be made via the UCAS Teacher Training website. For more information on how to apply for a teacher training course please visit the UCAS how-it-all-works information page on their website. The UCAS Teacher Training helpline number is 0871 468 0 469.

Course code: G1X1

Visit the PGCE Secondary Education Mathematics page on the Birmingham City University website for more details!

Entry Requirements

You must have a good degree (minimum 2.2 but 2.1 or 1st preferred) from a UK higher education institution or equivalent, at least 50 per cent of which is in mathematics or a mathematics-related subject area.

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Recipient: Birmingham City University
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