In the first year of the programme you will undertake the following three generic
- The Psychology of Teaching Learning and Assessment
- Personal Development Behaviour and Welfare in Education and Training
- Demonstrating Professional Knowledge and Competence
In the second year of the programme you will undertake three specialist modules, which may include:
- Teaching Mathematics in the Education and Training Sector: Curriculum and Cultural Context. In this module you will critically appraise the impact of recent mathematics education reform in the UK and critically analyse the changes to the ways in which mathematics is taught in the Education and Training sector.
- Mathematics: Theoretical Frameworks. In this module you will critically analyse the fundamental attributes of mathematics and numeracy and critically examine the attributes of procedures within mathematics and numeracy.
- The Pedagogy and Practice of Mathematics Teaching and Learning. This practice-based module aims to extract the principles of good practice from classroom observations and experience. In this module trainees will critically appraise a range of specialist resources that meet the needs of learners and the challenges of the post-16 mathematics curriculum.
You will develop the ability to:
- Generate answers to complex practice problems relating to the delivery of mathematics, drawing upon subject-specialist knowledge and signature pedagogies.
- Appraise core pedagogical practices that are applicable to the learning of mathematics.
- Explore how learners engage in mathematical reasoning and ways to develop thinking skills and metacognition in mathematical learning.
- Assess the contribution of research into the teaching, learning and assessment of mathematics to the quality of student mathematical learning experience.
- Formulate solutions to complex mathematical curriculum issues, with a particular focus on the potential barriers to participation.
- Interrogate the theories and principles of numeracy acquisition and the processes involved in the development and assessment of these skills.
A range of assessment strategies will be used. These may include the following:
- Teaching Practitioner File
- Teaching observation
- Reflective writing
- Evaluative Report
- Academic poster
- Research study
This course will be delivered at the University Centre where students will have access to a HE-specific study zone, including computer facilities, and social area.
All potential applicants are required to attend and successfully pass an interview and will need to fulfil the following entry criteria to be offered a place on the programme:
- Five GCSE subjects, including three at GCSE level Grade C or above (which must include English and Mathematics) and a minimum of two A level (minimum grade D) or equivalent qualifications. These can be in any subject.
- Applicants will be expected to have a minimum Level 3 subject-specialist qualification in mathematics for the Certificate in Education programme.
- Successful completion of Entry Assessment of Mathematics skills at level 3 (or Accreditation of Prior Learning).
- A minimum of 100 hours current group teaching in Numeracy/Mathematics at Entry Level and Level 1 and/or Level 2 over 2 years.
- All places are subject to a satisfactory enhanced check for regulated activity with the Disclosure and Barring Service (DBS).
If you wish to apply for one of our part-time teacher education courses for a September 2019 start please apply here
The Certificate in Education (Post-16 Education and Training) (Mathematics) (Part Time) course provides routes to Qualified Teacher Learning & Skills (QTLS) status. Candidates who successfully complete the programme may wish to progress onto degree level study.