Bristol, University of the West of England
Secondary Education (Mathematics, Initial Teacher Education)
Students address the various aspects of learning and teaching mathematics: how they learn and, through reflection, how young people might learn, as well as factors which may inhibit their learning; sessions shall involve students in workshops, discussion and informal lectures; participants spend 12 weeks in the University; work in schools is an integral part of the course; students gain teaching experience in 2 schools where they shall have opportunities to try out their ideas and further their learning skills and experience of mathematics teaching; students shall work alongside teachers and student colleagues with small groups and individuals as well as engaging in whole class teaching; in each school there is a mathematics subject mentor who has primary responsibility for day-to-day work and study; the subject mentor supports students in their learning to teach, assess and manage classes in mathematics; throughout the course participants: engage in interesting and challenging mathematical starting points, reflecting on their own work and the nature of mathematical activity consider how learning environments appropriate to learners of all abilities can be created focus on specific issues related to the mathematics classroom, for example, the National Curriculum, numeracy, information communications technology and mathematics, special educational needs, differentiation and progression, the cross-cultural nature of mathematics, pupil assessment, language, and the teaching of mathematics at post-16 level explore strategies for the effective management of learners and resources, including information communications technology, in the classroom situation consider different teaching and learning styles, for example whole-class interactive teaching, problem solving, practical and investigative activity use students ability and initiative to create starting points which enable traditional areas of mathematics to be explored in interesting ways critically evaluate existing resources for mathematics, including computer software work at enhancing their own knowledge and understanding in mathematics and information communications technology with respect to the National Curriculum, National Strategy, and the 14-19 curriculum, including A- and AS-level; students spend 24 weeks on placement (a total of 8 weeks in 1 placement during the autumn term and 16 weeks in a 2nd placement during the spring and summer); as well as teaching, the programme includes contact time with a senior professional tutor and a subject mentor, directed study time and personal study time; there is an opportunity to spend time in a primary school and some students may also visit other institutions, such as special schools or colleges of further education.
2.1 degree in a relevant subject plus GCSE mathematics, science and English. A minimum of 1 day recent observation at a comprehensive school. Entry is subject to satisfactory interview to assess professional suitability and subject to successful medical and Criminal Records Bureau (CRB) clearance. Applicants must be provisionally registered with the General Teaching Council for England (GTCE).
Modules include:Eenabling learning;meeting curriculum challenges; becoming a teacher; these units are studied in both the school and the university-based parts of the course, the work on each site being complementary.
|Qualification||Study mode||Start month||Fee||Course duration|
|PGCE||Full-time||£ 3,225 per Academic year (home fees)||1 years|
|PGCE||Full-time||£ 11,250 per Academic year (overseas fees)||1 years|
|Campus name||Town||Postcode||Region||Main campus||Campus||Partner|
|Frenchay Campus||Bristol||BS16 1QY||South West|
Admissions and International Development
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