Course description
Content
The course is part of the School of Education's programme for Initial Teacher Training. Units studied are:
-Enabling 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.
During the 36 week course you will address the various aspects of learning and teaching mathematics - how you learn and, through reflection, how young people might learn, as well as factors which may inhibit their learning. Sessions will involve you in workshops, discussion and informal lectures.
You will spend 12 weeks in the University where you will have access to a well stocked mathematics section of the resources centre that has a range of resources and equipment including videos, calculators, structural apparatus, computers, books and mathematical journals, house networked PCs and a variety of stand alone computers. Mathematics teaching staff and technicians are on hand for help and support.
Work in schools is an integral part of the course. You will gain teaching experience in two schools where you will have opportunities to try out your ideas and further your learning skills and experience of mathematics teaching. You will 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 your day-to-day work and study. Your subject mentor will support you in your learning to teach, assess and manage classes in mathematics.
Throughout the course you will:
-engage in interesting and challenging mathematical starting points, reflecting on your 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, ICT 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 ICT, in the classroom situation
-consider different teaching and learning styles, for example whole-class interactive teaching, problem solving, practical and investigative activity
-use your 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 your own knowledge and understanding in mathematics and ICT with respect to the National Curriculum, National Strategy, and the 14-19 curriculum, including AS/A2 level
Placements
24 weeks are spent on placement: a total of eight weeks in one placement during the autumn term and 16 weeks in a second 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.
Assessment
In order to pass the course, trainees are required to pass each unit. They are assessed on a number of written assignments and also on classroom practice against the standards specified by the Secretary of State for the award of QTS. Before the end of the course it is recommended that trainees take the computer-based QTS skills tests in Numeracy, Literacy and ICT which are set by the Training and Development Agency (TDA).
