Mathematics Teaching (Secondary) with QTS (Teacher Degree Apprenticeship) BA(Hons)

Expert subject knowledge is the foundational tool of mathematics teaching. Teacher subject knowledge is the key factor in high quality teaching and in raising the attainment of students. Well-developed subject knowledge enables teachers to better evaluate the thinking behind student responses and non-standard methods, identify potential misconceptions and choose appropriate interventions based these interpretations. This module provides a focused approach to developing subject knowledge in KS3 and KS4 mathematics. It focuses on the foundational knowledge required to teach mathematics at secondary level, but also encourages a deeper exploration of the concepts teachers will need to master for advanced problem-solving and clear mathematical reasoning. You will develop the ability to analyse mathematical concepts, identify underlying principles and understand the interconnectedness of topics. You will be able to address and explore common misconceptions, ensuring you develop a robust knowledge base to analyse and answer complex student questions.

Inclusivity requires ongoing reflection and responsiveness. In this module you will be encouraged to reflect on your own biases, teaching practices and assumptions about the mathematics ability of your learners. This module will enable you to create an equitable learning environment where every student feels valued, supported, and capable of success. It is designed to equip you with strategies, theoretical insights and practical tools to foster an inclusive environment in mathematics classrooms. Inclusivity in mathematics education is essential for providing equitable learning opportunities for all students regardless of their backgrounds, abilities, or learning needs. The module addresses diverse approaches to the learning of mathematics, cultural perspectives, special educational needs (SEN) and linguistic differences. It will address the ways in which teachers in the secondary sector can address inequalities, working to both assess and close gaps in mathematical understanding. By the end of the module, you will be able to design and implement inclusive mathematics lessons that empower all students to engage with and succeed in mathematics.

This module supports the professional learning of trainee teachers through first-hand experience of how mathematics is taught in England’s secondary schools. It will begin to develop your theoretical knowledge and practical application of the secondary mathematics content within the National Curriculum 2016 with reference to the Teachers’ Standards. You will reflect on your own teaching practice and professional development by connecting your experiences on the course to your classroom practice. You will gain a clear understanding of teachers’ statutory duties, professional expectations and responsibilities, developing your classroom and behaviour management skills and building your confidence as a teacher.

This module is designed to equip you with the advanced mathematical knowledge and skills required for top-level performance at GCSE level. Focusing on rigorous content mastery, the module covers complex topics across algebra, geometry, trigonometry, probability, statistics, and vectors, building fluency in advanced techniques and problem-solving strategies. Through intensive workshops and exercises, plus observations and practice, you will engage with challenging problems that require multi-step reasoning, logical proofs and a deep understanding of mathematical connections. Topics such as function transformations, trigonometric identities, conditional probability and vector applications are explored in depth, enabling trainees to confidently approach the most demanding GCSE questions. The module also offers an introduction to calculus, matrices, and complex numbers, bridging KS4 and KS5 concepts for high-achieving students who desire to go on to study A-Level Mathematics and Further Mathematics. Regular assessments, a portfolio of Grade 9-level problem solutions and a final comprehensive evaluation ensure that you have achieved fluency in advanced GCSE topics and can solve problems efficiently and accurately. By the end of the module, you will have the expertise and resilience needed to teach at a Grade 9 standard and be equipped to tackle the complex and non-routine challenges that distinguish top-level GCSE performance.

In this module you will develop a critical awareness of the principles and intentions behind the selection of content and structure in the national curriculum for secondary mathematics. The structure and content of the current national curriculum for mathematics across the key stages will be critically appraised in terms of its selection, suggested sequencing and degree of overlap. Curriculum planning and progression in mathematics are critical to fostering a coherent and engaging learning journey. Given the nature of mathematics, where concepts build upon one another, a well-structured curriculum is essential for promoting progression and addressing common learning challenges. You will learn how to design effective curricula that enable learners to build on prior knowledge, engage in cumulative learning and develop fluency in key mathematical processes. You will examine how effective curriculum planning and progression in mathematics can help students to achieve mastery and readiness for KS3 and KS4 examinations. You will learn that, with a well-planned, progressive curriculum, teachers can guide students toward achieving both confidence and competence in mathematics, equipping them for future academic and practical challenges.

This module supports your professional learning in the second assessed phase of your school-based training. In this module you will continue to develop the theoretical knowledge and practical application of mathematics with reference to the Teachers’ Standards. You will be required to critically reflect on your own teaching practice and professional development by connecting your experiences within the programme to your classroom practice. You will engage critically with literature relating to the field of mathematics education and will be expected to identify professional learning opportunities that arise from your second placement experience and will reflect upon the impact that your developing skills have on pupils’ learning and progress.

This module connects professionalism with mathematics subject-knowledge and skills. You will analyse the complex specialist knowledge that characterises the role of the secondary mathematics practitioner. You will evaluate your own progress and performance as a practising mathematician and educator, identifying opportunities for pedagogical and professional development relevant to the mathematics specialism. You will explore the concept of collaborative practice and its core principles and will consider the benefits of collaboration to mathematics pedagogical and professional development. The module supports the professional autonomy of secondary based mathematics practitioners. You will be encouraged to engage critically with a range of mathematics-specific professional development opportunities, and are expected to engage actively with the scholarship in mathematics education.

This module aims to develop your ability to engage in practitioner based research. You will undertake a self-managed project on a particular area of interest within the field of mathematics education in the secondary sector. In this module you will put into practice your developing knowledge of practice based educational research accumulated throughout the course. The investigation conducted as part of the project might engage with whole-school improvement efforts or result in recommendations for school-based practice.

This module supports your professional learning in the final assessed phase of your school-based training. The module extends and consolidates your understanding of the teacher’s professional accountability for pupils’ progress and outcomes and the full extent of the role that teachers play within the wider school community and in society. You will refine and consolidate your teaching practice and demonstrate that you meet the Teachers’ Standards for the award of Qualified Teacher Status. You will critically evaluate how your skills in relation to each standard have enabled you to have an impact on pupils’ progress over time. At the end of this module, you are expected to demonstrate a level of professional practice that meets all of the Teachers’ Standards, including compliance with all aspects of Part 2.