Mathematics (Secondary)
PGCE (PROFGCE)
-
Course summary and entry requirements
Course duration
Full-time: 1 year
Part-time: 16 months
GTTR code G1X1
Professional accreditation
The course leads to the recommendation of Qualified Teacher Status (QTS).
About the course
This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS).
The opportunity to undertake masters level study within the course facilitates progression to an MA Education award after completion of the PGCE.
The course encourages students to think creatively about tasks and activities within mathematics whilst continuing to develop their subject knowledge. They are prepared to help children and young people to gain a better understanding of mathematics in the widest sense.
The quality of support throughout the course is excellent. Students explore different teaching methods, learn about pupils' errors and misconceptions, deliver presentations, develop and use creative teaching materials and engage in mathematics research and debate. The role of ICT is valued within the teaching of mathematics so students are supported and enabled to become an enthusiastic, effective users of a wide range of ICT resources.
Typical entry requirements
The entry requirements listed here are for students starting their course in 2013. Individual offers may vary
For non-native speakers of English:
6.5 overall and 6 in writing.Other:
The Department for Education has introduced Professional Skills Tests in English and Maths for all applicants to teacher training (QTS) routes. These tests are compulsory, and it will not be possible to enter training without having successfully completed them. Candidates are able to book these tests in advance, and the Department for Education strongly advises you to take the tests soon after you have submitted an application.The University of Brighton recognises that these tests may present a real challenge to some candidates and we recommend that you prepare carefully before attempting them, as you are limited to only three attempts per test. We recommend that postgraduate applicants have passed the tests before they come to an interview as this will give you a clear advantage. However, if you have not yet passed the tests but have a clear strategy in place, we may well be prepared to consider your capacity to pass and potentially make you an offer of a place subject to their successful completion. When we make such an offer you will be given a clear deadline, usually within 2 months of your interview, so we advise that you plan ahead and book your tests well in advance so that you can organise your preparation.
Details about the tests, including how to register and prepare for the tests, can be found here: www.education.gov.uk/schools/careers/traininganddevelopment/professional
All applicants are required to attend an interview in person either at the Falmer campus or in one of our partner schools.
All offers of places are subject to a satisfactory health check and a Criminal Records Bureau (CRB) enhanced disclosure check.
Degree and/or experience:
Degree or equivalent, directly relevant to subject specialism. GCSE English language and mathematics, minimum grade C or equivalent. In-house tests available for candidates without qualifications in mathematics and English. -
Course content
Course structure
The course comprises four strands: subject study/subject education, education studies, placements and professional development
The subject study/subject education strand builds upon existing subject expertise and provides students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, allowing them to formulate their own rationale for teaching. Students consider pedagogical issues within curriculum development, and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.
The Education Studies strand is common to all subject routes of the course and takes place both at the university and while on placement as a means of enabling students to develop practical competences supported by relevant, analytical skills.
Teaching under supervision, on placement, occupies approximately two-thirds of the course. The university works in partnership with schools and colleges to provide a high quality programme of support ensuring a sound relationship between theory and practice. There are two placements in two different schools/colleges with the opportunity to visit further schools/colleges as part of the 'Peer Observation' programme.
Professional Development is linked explicitly to all strands of the course and is designed to enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.
-
Fees and costs
The fees listed here are for full-time courses beginning in the academic year 2012-13. Further tuition fees are payable for each subsequent year of study.
The tuition fee you have to pay depends on a number of factors including the kind of course you take, and whether you study full- or part-time. If you are studying part-time you will normally be charged on a pro rata basis depending on the number of modules you take. Different rules apply to research degrees - please contact the Doctoral College for advice.
To help you plan for your time here we will be providing further information about what is included in your tuition fee, and any optional costs you may need to budget for, later in the autumn.
Our website www.brighton.ac.uk/money provides advice about funding and scholarships as well as further information about fees and advice on international and island fee paying status.
Bursaries are available for eligible trainees on priority PGCE courses. Bursary amounts will vary depending on the subject route and your degree classification. Find out more about funding.
-
Location
Location
Falmer Our Falmer campus is located on the edge of the South Downs National Park on the outskirts of Brighton. Approximately 7,000 students are based here.
View campus maps and directions
Living in Brighton
Brighton’s rich mix of historic architecture, lively arts scene, varied shopping and cosmopolitan community make it a vibrant, enjoyable place to live. It is no wonder that many Brighton graduates choose to stay here.
Social scene
Alongside the traditional seaside attractions, Brighton is famed for its exciting social scene with a wide choice of pubs, clubs and restaurants.
Arts
The highlight of the city’s cultural year is the Brighton Festival. The event is held each May and is England’s biggest arts festival, which showcases arts and performance from around the world. Brighton is also home to the UK’s oldest working cinema, the Duke of York’s, which shows alternative and mainstream films. The city is also well known for its exciting music scene and hosts The Great Escape music festival.
Sports
Whether you take your sport seriously or just want to keep fit, Brighton offers all kinds of sports opportunities and facilities, on and off campus. You can also make the most of the location, and play volleyball, basketball and windsurfing down by the beach. The seafront is also the finishing point for the famous London – Brighton bicycle ride and the quirky veteran car run.
-
Staff profiles
Peps Mccrea
Senior lecturer and route leader: Mathematics (Secondary)
I currently lead the PGCE Mathematics (Secondary) route - the second biggest (and one of the best!) in the country, and teach on a wide variety of courses, including: PGCE, 2BA, KS2/3, SKE and MDPT. In addition I am undertaking an EdD in digital age education, and co-ordinate a technology & pedagogy interest group within the school of education (http://latte.kaffee.co.uk/).
My teaching and research is focused on enabling people to teach mathematics in the digital age. I aim to encourage explorations of emerging (as well as traditional) technologies, pedagogies and practices. My thinking comes from both a design perspective (as a result of my MEng in Mechanical Engineering) and a practitioner perspective (MA Education).
Before working at university I immensely enjoyed my role as head of mathematics and lead practitioner at several local schools. My early career was supported by programmes such as Fasttrack Teaching and Leadership Pathways.
In recent years I have led a variety of research projects (totalling over 30k) for the TDA and NCETM, and currently act as a National Curriculum advisor for the DfE. In November, I am presenting a paper on academic blogging at ECEL11 – for more information check out my blog http://learnerosity.com/.
Last year I was incredibly proud to receive a Highly Commended for Most Inspirational Tutor at the Student Union Excellence Awards.
-
Career opportunities
Career prospects are excellent: most gain their first teaching posts in secondary schools as soon as they qualify.
If you are interested in teaching but may need to develop your subject knowledge before beginning your initial teacher training, the university offers nine-month subject knowledge enhancement courses. The course is free and you will receive a bursary while you study. There is a lot more information about these courses on the School of Education website, click on the link in the Find out more tab.
