ObjectivesMathematics is one of the three core subjects of the National Curriculum, along with English and Science. There has always been a demand for highly qualified teachers of Mathematics. Currently there is an acute shortage of such teachers. Consequently the prospects of career development and responsibility are extremely good. Pupils entering secondary school have in the main benefited from following the National Numeracy Strategy proposals in their primary years. They are generally enthusiastic about the subject and eager to learn. The challenge for the secondary school Mathematics teacher is to build upon and sustain this enthusiasm for the subject. We hope to recruit graduates who are keen and able to meet this challenge.
Entry requirementsYou must have an interest in education and learning. Experience of working with young people is desirable too and preference is given to those who have worked in schools. You must be able to communicate clearly and grammatically in spoken and written standard English. Trainees are recruited from a range of backgrounds. Non-standard applications and applications from ethnic minorities are particularly welcome. Perhaps you are already teaching in a school as an unqualified member of staff. You may be a well qualified overseas trained teacher but lack Qualified Teacher Status. Following a detailed needs analysis, it may be the case that you can be recommended for QTS after completing only one assessed module of school experience in which you would need to demonstrate that you can meet all the standards required for Qualified Teacher Status.
Mathematics is one of the three core subjects of the National Curriculum, along with English and Science. There has always been a demand for highly qualified teachers of Mathematics, and there is currently an acute shortage of such teachers. Consequently the prospects of career development and responsibility are extremely good. Trainees are recruited from a range of backgrounds. Non-standard applications and applications from ethnic minorities are particularly welcome.
The University works in partnership with local schools for initial teacher education through a professional tutor system (teachers in school who act as monitors during school placements) which not only helps to ensure that courses are meeting the needs of schools but also gives students a sound appreciation of the profession.
Qualified Teacher Status (QTS)
All primary and secondary courses meet Government requirements. Successful completion of the PGCert programme and evidence of achieving the Standards for Qualified Teacher Status (QTS) will lead to the award of a PGCert with recommendation for QTS. These Standards include the National Skills Tests for numeracy, literacy and ICT.
This route to acquiring QTS is aimed at individuals who wish to have existing commitments, qualifications and experience taken into account. After initial screening and interview involving colleagues from local partner schools, a detailed analysis of training needs based on the standards for career entry is carried out, with audits of subject knowledge and information and communication technology (ICT). An appropriate programme is then devised, the length of it depending on the individual's training needs but based on a maximum of seven modules and a minimum of two modules.
Training commences at a negotiated time during the academic year and the length will depend on your individualised training programme.
Throughout the mathematics programme theory and practice are linked and full use is made of school experience. The MathematicsPGCert will enable you to:
* consider the nature of mathematics, its status and potential with the secondary school 11-18 curriculum;
* acquire knowledge and understanding of the National Curriculum as well as post-16 possibilities in mathematics including A, AS level, plus GNVQ qualifications;
* develop the ability to select and make appropriate use of a range of equipment and resources to promote the learning of mathematics;
* develop as a creative, reflective and innovative professional, able to meet the challenges presented by educational change.
Modules (all core)
* General Professional Education
* Planning, Teaching and Assessment
* Subject Knowledge ands Understanding: Inclusive Practice
* QTS Skills Test
* School Experience (two modules)
Trainees normally spend eight weeks in school for the first School Experience module and the final synoptic module is compulsory for all trainees (usually of eight weeks).
QTS Skills Tests
In order to gain the award of Qualified Teacher Status, all trainees are required to pass the skills tests in ICT, Numeracy and Literacy.
School-based training
Schools will enter into a partnership arrangement with Brunel University in providing school experience which is structured, assessed and supervised by a qualified mentor. The University pays for this mentoring and provides appropriate training for school staff. Unlike most other courses, which have fixed periods for school experience, the flexible route is able to make use of a modular framework to accommodate trainees' domestic or work circumstances, subject always to government regulations. In school, you observe experienced teachers, assist in teaching classes, carry out school-based tasks and, of course, teach whole classes. In the first module of school experience you will undertake a fairly limited amount of teaching. Your commitments increase so that, during the final module of school experience, you will take responsibility for teaching most lessons.
Partner schools
We carefully choose our placement schools to make sure that they are suited to the needs of our trainees. We can do this because we have a well-established schools network that has been developed over many years. This has real benefits for you as a potential trainee. Ask any newly qualified teacher what factor most affected the quality of their in-school training and they will say the staff at that school, in particular the head teacher and the class teacher with whom they worked.
The course is planned and taught in partnership with subject Heads in local schools. Serial and block school experience take place in partner schools selected for the quality of teaching and learning and the support offered to trainees by experienced subject mentors.
Special Features
We have a strong national reputation for researching inclusive education, raising learners' attainment, developing philosophy for children, and supporting gifted and talented pupils. es. A distinctive feature of your experience of studying Education at Brunel is that the process of learning is informed by cutting-edge research by staff in the three strands of:
* Critical professional Education
* Enhanced Learning and Teaching
* Inclusive Education
We have a long tradition of innovation and excellence. We were the first in the field of teacher education in the UK. We are leaders in developing new flexible routes into teaching.
# The modular route is designed to provide a more flexible but rigorous and high quality route leading to Qualified Teacher Status (QTS). This type of programme will suit you if you are seeking an adaptable course which will suit your present commitments, qualifications and experience.
# You might be a non-standard applicant or you might have previous teaching experience in supporting learners in classrooms or teaching English as an additional language.
# As a leading centre of education and with roots in teacher training dating back to 1798, we are able to provide first class teacher training that is internationally recognised.
# With more than two centuries' experience in education, we pride ourselves in producing high-quality teachers with the skills and knowledge to help others develop and learn.
# A Brunel PGCert is a recognised symbol of quality teacher training which accounts for our high employment rates.
# Many of our lecturers are internationally and nationally recognised for their research and advise and work with government and other agencies on education policy issues.
# All successful trainees receive a Career Entry Profile, which serves to enhance continual professional development, especially during the induction year of teaching.
Assessment
Modules are assessed by means of assignments including essays and reflective writing supported by portfolios of evidence. Brunel University works in partnership with schools in assessing trainees' teaching competence. Schools submit regular progress reports and compile a profile at the end of each module of school experience. By the end of the course trainees must have attained all the standards needed for Qualified Teacher Status to be recommended to the Department for Education and Skills for QTS.
Assessment against the Standards for Qualified Teacher Status is for the 11-16 age range.
Teaching Methods
Unlike traditional PGCert courses trainees work via distance learning with sustained periods of school experience. In addition, there is a series of Brunel University study days each year.
Careers
Mathematics teachers are in short supply and prospects for employment and promotion are very good.