Strongly aligned to the new curriculum in Wales, our PGCE Mathematics programme will give you the range of teaching skills and knowledge needed for you to qualify as an effective teacher of mathematics. This knowledge, combined with your own enthusiasm for the subject will give you the opportunity to bring Maths to life for all of your pupils. Our PGCE is challenging, but motivating and invigorating, combining practical strategies and skills with academic enquiry and theory. Our respected tutors have considerable knowledge of, and are active researchers within, the fields of Mathematics, Numeracy and Problem Solving, and our university-based curriculum sessions include discussions of current academic research. You will benefit from our involvement in developing the new curriculum Area of Learning and Experience: Mathematics and Numeracy and from our representation on the board of the National Network of Excellence in Mathematics. You will also have the opportunity to participate in national conferences such as such as the British Society of Research into Mathematics. You will study various aspects of pedagogies for teaching across the secondary age-range including the examination groups for GCSE and A levels. Throughout the pathway, you will have the opportunity to work with other students in a collegiate and supportive learning environment through exchanging different ideas and discussing different approaches to learning. As a part of the Mathematics and Numeracy Area of Learning and Experience, you have a particular responsibility for developing numeracy across the secondary curriculum, and there will be opportunities to explore a range of cross-curricular approaches. Inspiring the next generation of mathematicians is an essential aim of our mathematics pathway and you will be involved in Mathematics Master classes with local Year 9 and Year 10 pupils in conjunction with Swansea University. These sessions provide you with the opportunity to gain additional experience, which can help support your personal statements when applying for first posts."
The programme is full-time over 36 weeks. Broadly, the programme comprises 12-weeks of university-based provision and 24 weeks based in school. Level 6 Modules Cycle 3 Core Studies: The Learner: who am I teaching? (30 credits; compulsory) This module places the child/pupil at the centre of the programme. Understanding how a pupil learns, based on theories of learning, practice-related evidence and the place of health and wellbeing, is fundamental to effective teaching and learning. This module challenges assumptions and beliefs related to cultural diversity and the expectations of a normative model of child development. This module also positions the teacher as a professional by considering safeguarding, child protection, contractual, pastoral and legal responsibilities. The assessment component for this module is a written assignment (100%; equivalent to 5000 words). Cycle 3 Professional and Pedagogic Studies: Leading the Learning: what, how and why am I teaching? (30 credits; compulsory) Housed in this module is the explicit development of phase appropriate subject-knowledge and pedagogic content knowledge needed to effectively teach the curricular content of each area of learning and experience. The module also explores the complex nature of the learning environment and the skills needed to manage learners, resources and other adults. The principles of planning, teaching and assessment for learning will be secured, and practical application evaluated. It is in this module that the two aspects of intellectual and experiential learning come together in the classroom and students are supported in their professional teaching experience by practicing teachers, peers and university-based tutors. The assessment component for this module is a portfolio (100%; equivalent to 5000 words). Level 7 Modules Core Studies: Learners, Schools and Communities: where am I teaching? (30 credits; compulsory) In this module, graduates study the importance of place and context; local and national. The transformative teacher looks beyond the classroom to the community where learners lead their lives and seeks to influence development in both. This means understanding the diverse nature of a community; the effect of poverty and social deprivation and how to use data to understand these issues further. The assessment components for this module are an individual video (50%; 10 minutes) and a written report (50%; 2,500 words). Professional and Pedagogic Studies: Researching the Learning: what, how and why am I teaching? (30 credits; compulsory) In this module, the four dispositions of the research-ready teacher are explicitly explored: being sceptical; being ethical; being a skilled researcher, and being part of an enquiring profession. Student teachers join with practising teachings to form communities of inquiry where real life problems are identified in the classroom and researched through a close-to-practice approach. Different methodologies will be explored including lesson study, case study and small-scale action research. The assessment component for this module is a research project (100%; 5000 words, with 1000 word equivalent allocated to the Ethics Form).
Modules and Assessment Modules are carefully designed to integrate theoretical and practical knowledge and are mostly delivered during the university-based period. Our programme content has been co-authored by university and school partners, and has been grouped under four module headings: • The Learner – who am I teaching? • Learners, schools and communities – where am I teaching? • Researching the learning – what, why and how am I teaching? (focus on research) • Leading the Learning – what, why and how am I teaching? (focus on subject discipline in practice) Organising the modules in this way means that you will be able to focus on the pupil and also take full account of the wider context that impacts on education. You will also be able to ensure that your classroom-based practice draws on a sound research base. This means that our programme will challenge you both practically and intellectually at the same time. Each module is assessed in a variety of ways, including written assignments, posters and presentations. The assignments are designed to enable you to reflect on your own practice and relate your experiences to the theory that you have learned. Your professional teaching experience is assessed against the Qualified Teacher Standards criteria through observations by your tutors and mentors and the submission of a portfolio of work evidencing competence against these standards."
Qualified teacher status (QTS)
To work as a teacher at a state school in England or Wales, you will need to achieve qualified teacher status (QTS). This is offered on this course for the following level:
How to apply
This is the deadline for applications to be completed and sent for this course. If the university or college still has places available you can apply after this date, but your application is not guaranteed to be considered.
- Course code:
- Institution code:
- Campus name:
- SA1 Waterfront Campus, Swansea
- Campus code:
Points of entry
The following entry points are available for this course:
- Year 1
Entry Requirements: Undergraduate Degree Applicants are required to hold a good honours degree (2:2 minimum) in an area related to chosen secondary subject. GCSE qualifications Grade C/Grade 4 or above in GCSE English Language OR English Literature and GCSE Mathematics or Mathematics Numeracy. Student teachers studying to teach in Welsh medium schools will also need a GCSE Grade C/ Grade 4 or above in Welsh Language Or Welsh Literature (first language). A-Levels/Level 3 Vocational Qualifications If applicants do not hold an undergraduate degree in a curriculum subject, successful study at appropriate higher levels must be evidenced. Work Experience: You should be aware of the realities of being a teacher and life in a classroom and so we ask for recent and relevant experience in a secondary educational setting. This may be through employment or volunteering in a school and should be for a minimum period of two weeks. Gaining experience in a school classroom will help to strengthen your application and better critically inform your personal statement. It will also prepare you for our selection process and give you some experience from which you can draw in your interview. Disclosure and Barring Service (DBS): If accepted onto our programme, you will be required to obtain a clear Enhanced DBS (Disclosure and Barring Service formerly known as CRB, Criminal Records Bureau) Child Workforce clearance check prior to your course commencement.
Additional entry requirements
Criminal records declaration (DBS/Disclosure Scotland)
There is no data available for this course. For further information visit the Discover Uni website.
Fees and funding
|Northern Ireland||£9000||Year 1|
|Channel Islands||£9000||Year 1|