About the Course
Mathematics is one of the three core subjects in the National Curriculum along with English and Science. As such, it is accorded a high status and there are ample opportunities for the promotion of good teachers.
Attitudes among pupils to the subject are extremely varied. The challenge for you is to bring Mathematics to life and inspire pupils of all abilities to explore the subject's potential at an appropriate level.
You have to be able to encourage and support pupils who struggle with Mathematics or lack enthusiasm for the subject, and learn how to make it accessible to them. You also have to be able to extend those who enjoy and are successful in the subject.
The PGCE Secondary Mathematics Education course is very popular, drawing on outstanding expertise and experience in Education to build upon your commitment to the teaching profession and the subject area.
The intensive programme combines courses in principles and methods of teaching with practical school-based teaching placements and students are assessed on both elements.
The PGCE Secondary Mathematics course has a practical basis with attention given to resourcing, planning and productive classroom methodologies.
Attention is paid to the enhancement of Student teachers' subject knowledge through directed and independent study and school based experience enables you to meet the Teachers’ Standards 2012. The course aims are to ensure that you are able to:
-Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people
-Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status
-Understand the relationships between Education and Mathematics within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people
-Recognise the contribution that mathematics as part of the whole school curriculum makes to the development of the individual learner and groups of learners
-Think critically about what it means to be mathematically educated and how this informs curriculum planning and design within the subject area
-Apply a thorough knowledge and understanding of the Mathematics National Curriculum to the planning of curriculum experiences for pupils in school
-Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the Mathematics National -Curriculum range and content, applying principles of continuity and progression
-Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses
-Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum;
-Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils
-Utilise a range of resources, including information and communication technology, to enhance pupil learning in mathematics
-Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons
-Use a wide range of class management strategies to maximise pupil learning
-Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area
-Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning
-Raise the status of the subject area by demonstrating high standards of professionalism at all times
-Understand the crucial role of professional learning for the teacher, the pupils and schools.
Please follow this link https://www.getintoteaching.education.gov.uk/bursaries-and-funding
This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert).
The course is organised in termly blocks which address both Education Studies and Mathematics Subject Studies, the understanding of which is developed as the year progresses.
Throughout the course, theory and practice are integrated in both the University and school contexts. The course is planned and delivered in partnership with Mathematics colleagues in local schools.
The Teachers’ Standards are mapped to every aspect of course provision to facilitate the best possible opportunities to support the process of your professional learning.
In order to support your preparation for the course there are pre-course conditions set for every successful applicant to the course. This includes initial school experience tasks which require you to spend time in both primary and secondary schools.
The course also comprises three blocks of school experience, providing the opportunity to work in diverse and contrasting settings, whilst working towards the Teachers’ Standards.
The Mathematics programme enables you to:
-consider the nature of Mathematics, its status and potential in relation to the secondary school
-develop a working familiarity with the demands of the Mathematics 11-18 curriculum including examination syllabuses, with a particular emphasis on the 11-16 age range for the purpose of QTS assessment
-develop the ability to select and make appropriate use of a range of equipment and resources to promote the learning of Mathematics
-apply your knowledge of Mathematics to the preparation, planning, teaching, assessment and evaluation of pupils' work in school
-develop as a creative, reflective and innovative professional, able to meet the challenges presented by educational change
-work closely in a supportive, friendly team with other student teachers
-build a significant portfolio of subject knowledge, which provides a confident basis for first-post applications
-work collaboratively to prepare a team teaching event
-gain an understanding of teachers' work in the areas of Special Educational Needs, Behaviour for Learning and ICT.
Disclosure and Barring Service (DBS) requirement
This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check.
The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email [email protected]
Read more about the structure of postgraduate degrees at Brunel and what you will learn on the course: http://www.brunel.ac.uk/__data/assets/pdf_file/0020/423902/PGCert-Secondary-Education-with-QTS.pdf http://www.brunel.ac.uk/courses/pg/postgraduate-taught-course-information/taught-programme-structure
For more information on the Special Features of this course and Teaching and Assesment , please follow this link: http://www.brunel.ac.uk/courses/postgraduate/pgce-mathematics-secondary
A UK first or second class Honours degree or equivalent internationally recognised qualification (recognised by NARIC) is required in preparation for Master's level professional study.Applicants are also required to hold English, Maths grades A* to C or equivalent at GCSE level.In-house GCSE equivalency tests will be offered to applicants who have not studied through the UK education system. Applicants must meet the GCSE requirements at the point of application.In addition, applicants will need recent and relevant experience of state school education in England, either team teaching or observing with experienced teachers.