PGCE Secondary Mathematics / Course details

PGCE Secondary (Mathematics) will train you to teach mathematics across the 11 to 16 or 11 to 18 age range.

It will prepare you to teach the National Curriculum, GCSE and A-level.

Completion leads to a postgraduate qualification and recommendation for qualified teacher status (QTS).

University-based sessions will enable you to reflect on teaching methods, education theories, ideas and concepts, and will enhance your awareness of current educational issues and developments.

The University works with a large variety of schools, comprehensives, grammar schools, specials schools, pupil referral units and sixth-form colleges, which allows us to personalise your school experience to your individual needs.

Mathematics is an exciting and creative subject, and you will construct your own understandings through working collaboratively on engaging, challenging tasks and reflecting on your experiences.

Find out more about your Mathematics tutors  Rosa Archer ,  Siân Morgan and  David Swanson .

You will:

• develop a critical awareness of lesson and curriculum planning, spending time on each with school-based mentors and University tutors; 
• develop skills and knowledge in inclusive Mathematics teaching;
• develop pedagogy and gain an understanding of a range of different teaching strategies in the Mathematics classroom, and in activities beyond the classroom; 
• develop subject and curriculum knowledge for KS3, KS4 and KS5 Mathematics.

• Our PGCEs are rated 'Outstanding' by Ofsted (2019), and we have been judged best university provider of initial teacher training in the North of England (Good Teacher Training Guide 2017).
• We have links with more than 200 schools, academies and colleges, and you will benefit from significant school-based teaching experience.
• Our leading experts in education have trained more than 5,000 teachers in the last 15 years.
• Our students come from all over the globe and a variety of backgrounds - from recent graduates to mature learners.
• Our research improves the quality of education across the world, with 78% of our activity defined as 'world-leading' or 'internationally excellent' (Research Excellence Framework 2014).

Important notice: factors affecting fieldwork and placements

The School of Environment, Education and Development (SEED) recognises the value of fieldwork and placements. However, the safety and wellbeing of our students and staff remains our priority.

The School will assess on a regular basis the viability of any travel and fieldwork and communicate any significant changes to our students at the earliest possible opportunity.

The role of SEED

• changes to the rules and guidance on travel and activities implemented and published by the UK and overseas governments;
• a risk assessment conducted by or on behalf of the University identifying unmanageable risk;
• changes that enhance the educational value and student experience of the activity;
• changes to the situation of a placement provider (for example, which cause them to be unable to accept students);
• the unavailability of appropriate insurance cover;
• the unavailability of appropriate travel and accommodation and any significant changes to their financial costs;
• where fieldwork and placements are a compulsory element of the Programme, they will be replaced with something academically similar;
• where a trip or placement is not a compulsory element of the Programme, it may not be replaced.

We will consult with affected students at the earliest possible opportunity and explore the options available to them.

The duty of students

Preparation, attendance and conduct

Attendance at preparatory classes is a compulsory pre-requisite of the fieldwork and placements to ensure safety and learning outcomes are met.

Students who do not attend the compulsory preparatory classes may be prevented from participating in the fieldwork or placement. It is the duty of students to discuss any attendance issues with the field course or placement convenor.

Students are representatives of the university during their fieldwork or placement. Behaviour deemed by the convenor to be unacceptable may result in students being sent home.

Where a student is unable to attend or complete the fieldwork or placement (e.g. due to mitigating circumstances), is prevented from attending due to absence from compulsory preparatory classes, or returned home due to poor conduct:

• a suitable alternative assessment will be offered (as appropriate) to ensure that the programme ILOs are met, and that the student is not academically disadvantaged;
• the University accepts no responsibility for any costs incurred by the student in relation to the fieldwork or placement.

Immigration, passport and visa requirements

It is the responsibility of the individual student to ensure they have:

• a valid passport to enter the destination country (including sufficient months prior to expiry);
• a valid visa (where required) and comply with its requirements.

The School cannot guarantee that visas required for fieldwork or a placement will be granted by the relevant authority. Please note that countries may change their immigration and visa regulations at short notice.

Where a student is unable to attend fieldwork or a placement because they do not have the required visa or passport:

• a suitable alternative assessment will be offered to ensure that the programme ILOs are met and that the student is not academically disadvantaged;
• the University accepts no responsibility for any costs incurred by the student in relation to the fieldwork or placement.

Your school and University experiences are formally assessed. Both your mentors and tutors will help you to record your achievements and set targets from week to week and from placement to placement.

During each placement, a University tutor will observe you teach and discuss your progress with you and your mentor.

At the end of each school experience, you will receive a progress report from your mentor. The report will provide clear feedback and targets in the following areas: 

• subject and curriculum knowledge; 
• planning and teaching; 
• assessment; 
• wider professional responsibilities.

These reports, together with your record of achievement and development, facilitate your progression as a teacher.

The written assignments will allow you to gain a maximum of 60 master's-level credits, and guidance and support to complete these assignments will be available from your University tutors.

I have loved my school placement so far, the staff are very friendly and have welcomed me into the team and supported me really well.

Read more about  Molly's experience  in her student profile.

The course is taught by the Manchester Institute of Education (MIE), with most PGCE University days based in the University's Ellen Wilkinson building, on the University's Oxford Road campus, close to the Main Library, Alan Gilbert Learning Commons and the Students Union.