Йоркский университет, PGCE, Secondary Education (Mathematics)

The pattern of school experience allows trainees to gain deepening insights into teaching and learning and systematically supports the development of professional knowledge and teaching skills; university tutors and school teachers work together to manage school experiences; to link these to university-based activities and to direct trainees to appropriate reading; the main phases of school experience currently are; an initial primary school placement; a two days per week autumn term placement, plus a four week miniblock teaching placement; a fifteen week block teaching placement during most of the spring term and the early part of the summer term; a period of professional enrichment during the summer term;

Candidates must hold a degree or equivalent in a relevant subject; all entrants must have qualifications in English language and mathematics at GCE O-level or GCSE grade C or above or hold equivalent qualifications in these subjects; an offer of a place on the course may be conditional on attending an extension or enhancement course to improve applicants' subject knowledge; admission is dependent upon satisfactory medical examination; candidates who are offered a place on the course are required to complete a declaration regarding any criminal convictions and required to obtain clearance from the Criminal Records Bureau regarding their suitability for work involving children.

The course prepares students to become effective teachers of mathematics with pupils in the 11 18 age range; students will benefit from university-based sessions led by experienced staff and guest teachers from schools, and from a strong system of mentor support during school-based training; university-based sessions include formal presentations; whole and small group discussions and practical workshops; national concern about mathematics teaching, and developments in our knowledge about how children learn mathematics, have led to major changes in emphasis and teaching approaches to meet the needs of the whole ability range in schools; these have included; the national curriculum being supplemented by the national strategy for key stage ; changes to A level and other post-16 curricula; students will consider these changes as they learn how to help pupils engage in mathematical thinking and how to use and evaluate different approaches to teaching mathematics; these include practical work; problem solving and open ended investigative work; mental methods of calculation; the use of calculators and computers and stronger links with other subjects and the world of work; students will also learn how to assess both their own teaching and their pupils' learning; training encourages students to reflect on what they learn and experience; so that they can make secure progress during the year; the course combines a practical approach with a strong theoretical basis; offering opportunities to develop personal subject knowledge and to share technical skills such as using computer equipment and packages;