In the first phase of the course, we help you to understand the needs of individual learners. You’ll learn to notice, understand and start to rehearse and implement key teaching strategies. During this phase, you’ll take the first teaching steps by working with individual groups of pupils in school, gradually building up to the teaching of whole classes.
The second phase is where the bulk of your sustained whole-class teaching takes place. This is all about being able to foster in learners, over a sustained period of time, the appropriate levels of learning that correspond to the requirements of the Teachers’ Standard.
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At every point in the programme, we endeavour to get you to feel, see and hear new concepts and ideas. Experience is not enough – what is vital is to be able to unpick and reflect on experiences. We help you to deconstruct classroom learning activities into their constituent parts, and then build them up again and implement them in the classrooms. By exploring the theory alongside practical, real-life experiences, you will be able to become a very effective teacher.
You will be assigned a personal tutor from your subject specialism at the start of the course. Throughout the year, you will have the opportunity to meet one-to-one with your personal tutor to discuss progress, target setting and support. You will also be assigned a subject mentor, a teacher at the school in which you have been placed, who has been trained by the university to be able to support your development.
During the school placements you work with experienced teachers, one of whom is your mentor responsible for your training in school and for assessment of your progress towards meeting the standards for qualified teacher status. Most placements are in Cumbria or Lancashire, but some may be available in London, Scotland, Northern Ireland or the Isle of Man.
In university you study the teaching and learning of mathematics at Key Stages 3 and 4, with some work on post-16 mathematics and the progression from primary school to Key Stage 3. Your time in school focuses on teaching at Key Stages 3 and 4, but you also gain experience of Key Stage 2 and post-16 mathematics by participating in maths activity days.
Our tutors have extensive experience in mathematics education. They employ a wide range of teaching methods; the use of ICT is integral to your course. Students are encouraged to support one another in developing a personal understanding of mathematics, sharing approaches to teaching and reflecting on what you have each learnt from your school experiences, university sessions and wider reading.
The course consists of four modules—one qualificatory, one at level 6 and two at masters level. You are assessed on three pieces of coursework, seminar presentations (individual and group) and portfolios of evidence that show how you have met the standards for qualified teacher status. You are encouraged to combine your experience with your growing knowledge and understanding in order to reflect critically on what it means to be an effective teacher of mathematics.
- Investigating learning
The aim of this module is to explore deep knowledge of key concepts and structures within a specific subject, along with the connections between differing aspects of the subject as a result of engaging with learners of the subject from a variety of perspectives. As such, this module is about working with learners to develop student understanding of the ways that subject knowledge interconnections and structures underpin planning for learning.
The students will be encouraged to work with small groups and individuals, planning lesson episodes for these learners and then reflecting on how the learners’ reaction to a particular episode may inform future planning. The module carries 30 Masters Level (M-Level) credits.
- Developing learning
This module aims to develop students’ understanding of the impact of their practice on pupils’ learning. Through an enquiry approach students will critically reflect upon and develop their classroom practice. This builds on the previous module by moving from individuals and small groups to larger classes. It carries 10 credits.
- Learning across and beyond the curriculum
The aim of this module is for students to develop a secure understanding of the school curriculum and the ways in which as practitioners a contribution can be made to the wider aims of the curriculum, and its relevance and application to the world beyond school.
Students will develop an understanding of the contribution that they can make to school life and the school community of practice. As such, this module is about developing ways in which students can contribute to the school and develop into the wider role of a teacher. The module carries 20 credits.
- Professional skills
This module draws together all the professional learning experiences and determines whether a student will be awarded Qualified Teacher Status or not. A key element of this module is a portfolio of evidence of professional practice. This means that students are assessed on the basis of work they are already carrying out as part of their professional practice in schools and other professional settings.
The portfolio of evidence will typically consist of examples of planning, resources, assessment, lesson observations completed by university tutors and school mentors etc. This particular module has key assessment points where a student, university tutor and subject mentor meet for the purposes of drawing together all the evidence concerning the student’s teaching and teaching-related activities at that point in time. This process is called a ‘Tripartite Review’. At the core of this module lie the Teachers’ Standards which have to be met to be awarded Qualified Teacher Status.
Download the programme specification
Please see the selection criteria section below.
A minimum UK 2:2 honours degree or recognised equivalent qualification is required. Your degree must contain evidence of a substantial and appropriate level of subject knowledge. All successful applicants must have met this requirement by 31 August 2016.
If you don’t have an undergraduate degree but do have a Masters or other higher qualification, your application will be considered by our academic tutors on a one-to-one basis.
If you have less than 50% mathematics in your degree, you can be considered for our preliminary Subject Knowledge Enhancement courses.
GCSE grade C or above in English Language and Mathematics or recognised equivalent qualifications. Applicants must have met this requirement by 31 July 2016.
Successful completion of the QTS skills test in literacy and numeracy by 31 July 2016.
A satisfactory Enhanced Disclosure and Barring Service (DBS) background clearance check prior to starting the course.
Satisfactory Occupational Health medical check prior to starting the course
Evidence of a satisfactory level of literacy on the application form and a satisfactory personal statement.
Evidence of motivation and appropriate professional values. A strong personal statement conveying an enthusiasm for the subject, for working with young people and for teaching and learning.
A satisfactory academic (University) or a satisfactory professional reference if it is more than 5 years since academic work.
Evidence of the potential to work at Masters level.
We strongly recommend that you obtain a minimum of 5 days secondary school experience in a mainstream UK secondary school observing a class in your chosen teaching specialism before applying. For competitive subjects such as English, PE we may not be able to select you without this experience.
At interview, all candidates undertake a range of tasks including a micro-teaching task; group discussions; individual interview; subject knowledge tests; and other written tasks as appropriate, including testing of literacy levels and the ability to think and write at Masters level.
There are currently no AP(E)L opportunities for entry to this programme.