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

This apprenticeship is employer led: applications must be submitted by employers on behalf of their staff.

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Start Dates

21 September 2026

Duration

4 years full-time

UCAS Tariff

96

Eligibility Criteria

Permanent Employment in relevant field

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Ask your employer to email us at apprenticeships@hud.ac.uk.

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Explore Government Resources

Ask your employer to email us at apprenticeships@hud.ac.uk.

Explore Government Resources

Visit the government’s site to learn more.

Guide for Employers

Partner with Huddersfield on apprenticeships..

About this course

Overview

Why choose Huddersfield for this course?

  • Earn while you train. You’ll be employed in a secondary school from day one, earning a salary while your tuition fees are fully funded as you work tow
  • You’ll spend most of your time teaching in school, supported by an experienced mentor, alongside university based learning that applies directly to th
  • You’ll study with a Department for Education–approved provider, rated Ofsted ‘Outstanding’, with the highest Apprenticeship Qualification Achievement

The Teacher Degree Apprenticeship – Secondary Maths is an innovative, fully funded route into secondary teaching, enabling you to earn a salary while studying for an undergraduate degree and achieving Qualified Teacher Status (QTS). This is the only teacher training route that covers tuition fees while paying you a salary. Designed for aspiring secondary mathematics teachers, this employment-based apprenticeship allows you to work in a school from day one, gaining hands-on experience while learning from expert university tutors and school mentors.

Throughout the apprenticeship, 60% of the time is spent in the classroom, gaining practical experience with support from a specialist school-based mentor, while 40% is dedicated to off-the-job training at the university.

If you’re thinking of studying an apprenticeship, or are an employer looking for an apprenticeship for your employees, you’ll also find useful information on our Degree Apprenticeship webpages.

Why the University of Huddersfield?

  • Teaching is one of the most fulfilling careers, offering the chance to shape lives, spark curiosity, and make a lasting impact. We’ve been developing great teachers in Huddersfield since 1947. The University of Huddersfield is one of only eight universities in England—and the only institution in Yorkshire—selected by the Department for Education to deliver this apprenticeship. The University of Huddersfield has the highest Apprenticeship Qualification Achievement Rate (QAR) among Higher Education Institutions in England.* (*Excludes providers with fewer than 100 apprentices)
  • Our 2023/24 QAR was 87.6% and coupled with our Ofsted ‘Outstanding’ rating displays the excellent learning experience for apprentices and their employers at the University of Huddersfield.
  • Co-developed with school and education professionals, the apprenticeship ensures that you gain specialist mathematics knowledge, strong pedagogical skills, and practical classroom experience to become a confident and highly skilled teacher.

What you'll study

Throughout the Teacher Degree Apprenticeship – Secondary Maths, you'll explore a rich and dynamic curriculum designed to develop both your subject knowledge, build your confidence and teaching skills.

  • Designing Learning and Assessment for Secondary Mathematics – Learn how to plan, structure, and assess engaging mathematics lessons that meet the needs of all learners.
  • The Science of Mathematics Learning – Explore how students learn maths, including cognitive processes and strategies for improving understanding and retention.
  • Inclusivity in Mathematics Teaching Practice – Develop the skills to support diverse learners, ensuring that every student can succeed in mathematics, regardless of background or ability.
  • Advanced Mathematical Knowledge at Key Stages 3 and 4 – Deepen your understanding of core and advanced maths concepts, equipping you with the confidence to teach topics across the 11-16 age range.
  • Curriculum Planning and Progression in Mathematics – Discover how the maths curriculum is structured, enabling you to plan lessons that build on students' prior knowledge and prepare them for future learning.
  • Enhancing Mathematics Education at Secondary Level: Work-Based Research Project – Apply what you’ve learned by conducting a real-world research project, helping to shape innovative teaching strategies in your school.

These modules, combined with hands-on classroom experience and expert university tuition, will equip you with the knowledge, skills, and confidence to thrive as a mathematics teacher. Upon completion, you will be fully qualified to teach mathematics to students aged 11-16, inspiring you to make an impact in classrooms from the very start of your career.

Who can apply?

Entry Requirements

  • CCC at A Level with grade C or above in A-level Mathematics, Core Mathematics, Further Mathematics or other cognate subject including Accounting, Physics, Statistics, or Chemistry.
  • 96 UCAS tariff points from a combination of Level 3 qualifications including grade C or above in A-level Mathematics, Core Mathematics, Further Mathematics or other cognate subject including Accounting, Physics, Statistics, or Chemistry.
  • Distinction at T Level in Accounting; Design and Development for Engineering and Manufacturing; Engineering, Manufacturing, Process, and Control; or Maintenance, Installation, and Repair for Engineering and Manufacturing.
  • 96 UCAS tariff points from International Baccalaureate qualifications including scores of 4 or above in all mathematics and science components undertaken.

Applicants for the Teacher Degree Apprenticeship must:

  • have been a resident of England for at least the last three years;
  • not already have an undergraduate degree; and
  • be aged 18 years or over at the commencement of the course.

You must hold and provide evidence of GCSE English Language and Maths at grade 4 or above, or grade C or above if awarded under previous GCSE grading scheme or equivalent, before the start date of your apprenticeship.

Those who do not have a GCSE in English Language, Literature or Mathematics may demonstrate an equivalent standard by completing a test via Equivalency Testing or A Star Equivalency and achieving at least a grade 4. For Mathematics, equivalency tests in Mathematics Foundation or Mathematics Higher with grade 4 are accepted.

Level 2 BTEC, Functional Skills or Access course qualifications are not accepted in place of GCSEs.

Level 3 qualifications should have been achieved within the last 5 years unless applicants can demonstrate recent professional experience in a mathematics-related field for example mathematics education, accounting or finance.

Accreditation of Prior Experiential Learning

Applicants without a Grade C or above in A-Level Mathematics, or an equivalent as specified above, may also be eligible to undertake the course. Such applicants are invited to apply for Accreditation of Prior Experiential Learning (APEL) if they can evidence working in a mathematics-related field. At least three years of relevant experience will ordinarily be expected, but APEL applicants with a minimum of one year of experience and other evidence of mathematical learning will be considered on a case-by-case basis. To be eligible to submit an APEL claim, applicants must hold Level 3 qualifications equivalent to 96+ UCAS Tariff Points, in any subjects.

You will need a satisfactory enhanced Disclosure and Barring Service (DBS) and occupational health clearances prior to registration on the course. You will be required to sign a self-declaration at the start of each year and at the end of the course. All police contact during the course must be reported to the course leader as a matter of urgency and may lead to suspension or termination.

If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum of IELTS 7.0 overall with no element lower than 6.5, or equivalent. Read more about the University’s entry requirements for students outside of the UK on our International Entry Requirements page.

For further information please see the University's minimum entry requirements.

What will you learn?

Course Details

Whilst the teaching and learning of mathematics must be considered holistically, extending far beyond isolated individual lessons, the majority of teachers’ interactions with students occurs during lessons. This module will direct you to consider how educational theory can be practically applied to the design of learning materials, strategies and techniques. The module is designed to equip you with the skills, strategies, and understanding needed to implement effective assessment practices in mathematics education. By understanding, designing and implementing effective assessment strategies, teachers can create a mathematics classroom where assessment drives improvement, engagement and success. You will explore a variety of assessment types, including formative, summative and diagnostic assessments. You will develop the ability to design meaningful assessments that align with curriculum standards and help foster a positive, growth-oriented approach to mathematics learning.

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.

The theory of learning is a complex field that combines insights from cognitive psychology, neuroscience and education more-broadly to understand how individuals learn, process and apply concepts. Over recent decades, research in this area has provided valuable evidence about how mathematical understanding develops, how it can be taught effectively and the cognitive mechanisms involved in mathematical thinking. This module will develop an understanding of a range of theories that relate specifically to mathematics teaching and learning. You will develop your abilities to appraise and reflect upon your own and others’ practice from a research informed perspective to achieve the best outcomes for your students. The theory of learning is a dynamic and multifaceted field, shaped by a range of influences, priorities and contexts. Throughout this module, you will develop the skills that will enable you to assess a range of empirically derived educational research and guidance specific to the mathematics specialism. By learning to apply these insights to your everyday practice, you will not only refine your teaching strategies, but also enhance your professional learning.

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 explores the meaning and value of educational research and introduces the concepts and principles which underpin the main methods of practitioner-based research in education. The module assesses your ability to undertake a research plan in accordance with the basic phases of a research project. You will investigate an issue or area of concern in your professional context and plan an improvement to practice. You will liaise with the stakeholders of teaching and learning in your organisation to obtain their views on existing approaches to mathematics education that might need changing. This is with a view to planning an improvement to work-based practice in the module titled Enhancing Mathematics Education at Secondary Level: Work Based Research Project. This investigation might engage with whole-school improvement efforts or result in guidance for school-based practice.

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.

Teaching and Assessment

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How much will it cost?

Fees and Finance

As an apprentice, there is no tuition fee to pay for the higher or degree apprenticeship. Tuition fees are covered by your employer and the government through the Levy. As you'll be a paid employee, you are not able to take out a student loan.

Are you an employer? You’ll find lots of information about how apprenticeships are funded via the levy on our Degree Apprenticeship webpages.

If you require further information, please contact apprenticeships@hud.ac.uk

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Diamond Jubilee Lecture Theatre in the Charles Sik

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Discover our PGCE Secondary Education courses. Gain advanced teaching strategies, classroom experience, and expert support to achieve Qualified Teacher Status (QTS) and inspire the next generation.

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Make Huddersfield your home. A Yorkshire town, surrounded by beautiful countryside, with easy access to neighbouring cities; Leeds, Manchester and Sheffield. You’ll find plenty of places to eat, drink, shop and socialise, there’s ambitious plans for future development. Our campus is situated next to the town centre - making your commute a breeze.

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Budget Friendly

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Legal information

When you enrol as an apprentice learner of the University, your study and time with us will be governed by a framework of regulations, policies and procedures, which form the basis of your agreement with us. These include regulations regarding the assessment of your course, academic integrity, your conduct (including attendance) and our disciplinary procedure. It is important that you familiarise yourself with these as you’ll be asked to agree to them when you join us as an apprentice. You’ll find a guide to the key terms here, along with the Student Protection Plan, where you’ll also find links to the full text of each of the regulations, policies and procedures referred to.

Although we always try and ensure we deliver our courses as described, sometimes we may have to make changes for the following reasons:

Changes to a course you have applied for but not yet started

If we propose to make a major change to an apprenticeship course that you have applied for, then we will tell you and your employer as soon as possible so that you can decide whether to withdraw your application prior to enrolment.

Although we always try and run all the courses we offer, we may occasionally have to withdraw a course you have applied for or delay your course start date if we consider this reasonably necessary, for example if there are not enough applicants to ensure you have a good learning experience. Where this is the case we will notify you and your employer as soon as reasonably possible. In such instances, we will work with you and your employer to agree a deferred start date, or cancel your application and, if appropriate, provide information regarding other local apprenticeship providers.

Changes to your course after you enrol as an apprentice

We will only make major changes to the core curriculum of a course or to our services if it is necessary for us to do so and provided such changes are reasonable. A major change is a change that materially changes the services available to you, or the outcomes, or a significant part, of your course, such as the nature of the award or a substantial change to module content, teaching days, classes, type of delivery or assessment of the core curriculum.

For example, it may be necessary to make a major change to reflect changes in the law or the requirements of the University’s regulators; to meet the requirements of an updated version of the apprenticeship standard relevant to your course; to meet the latest requirements of a commissioning or accrediting body; to improve the quality of educational provision; in response to student, examiners’ or other course evaluators’ feedback; and/or to reflect academic or professional changes within subject areas. Major changes may also be necessary because of circumstances outside our reasonable control, such as damage or interruption to buildings, facilities or equipment.

In exceptional circumstances, we may, for reasons outside of our control, be forced to discontinue or suspend your course. Where this is the case, a formal exit strategy will be followed and we will notify you and your employer as soon as possible about what your options are, which may include being provided with individual teaching to complete the award for which you were registered or claiming an interim award and exiting the University.

If a major change affects your course, we will notify you and your employer as soon as possible and will carry out suitable consultation with affected apprentices. If you and your employer reasonably believe that the proposed change will cause you detriment we will work with both of you to try to find an appropriate solution. Where one cannot be found we will provide reasonable support to assist you with transferring your remaining apprenticeship learning to another training provider if you and your employer wish to do so.

Termination of employment

As your employer is funding your apprenticeship course, you must remain in relevant employment for the duration of the course until you have completed your end point assessment. Under the apprenticeship rules, if you are made redundant and you have completed 75% of the practical period or have less than 6 months left, then you may complete the course. Otherwise, unless you find alternative relevant employment within 12 weeks of the date you are made redundant, then you’ll be withdrawn from the course.

The Office for Students (OfS) is the principal regulator for the University. The ESFA is the principal regulator for your apprenticeship course.

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