Description

If you are a qualified, practising teacher, seeking to improve your subject knowledge of mathematics, then this could be the programme for you. The PGCert replaces the previous MAST programme, and has the same aims of developing personal practice and whole school impact. In essence, it is a school improvement programme. The whole programme (from PGCert through to MA) is designed to enhance your mathematical subject knowledge and pedagogical skills, improve your understanding of the primary mathematics curriculum, identify school priorities, and engage you in a practice-development project. You will discover a range of approaches to teaching and learning and become conversant with the requirements of the new national curriculum with the knowledge and capability to support its implementation across your school. The programme also offers the opportunity to network and share good practice with colleagues from around the country.

Study Details:

3-5 Years Part-Time

Module Details:

MST4010Specialist Primary Mathematics 1 (30 credits)
MST4011Specialist Primary Mathematics 2 (30 credits)
MST4012Mathematics Curriculum Development 1 (30 credits)
MST4013Mathematics Curriculum Development 2 (30 credits)
MST4014Outstanding Mathematics Practice 1: The Project Proposal (20 credits)
MST4015Outstanding Mathematics Practice 2: The Project (40 credits)

Fees

Tuition fees for studying on this programme are: £37 per credit for UK and EU students enrolling on the course in academic year 2019/20, i.e. £1,110 per 30 credit module; £38 per credit for UK and EU students enrolling on the course in academic year 2020/21, i.e. £1,140 per 30 credit module (pending confirmation of arrangements for EU students). 180 credits are required to complete a Masters degree.

Entry Requirements

The programme is suitable for qualified, practising teachers. To be accepted onto the programme you must match one of the following examples and be:

  • Teaching in a primary school, committed to improving the quality of learning and teaching of mathematics, and enthusiastic about becoming an ambassador for mathematics in both your own and other settings;
  • Teaching in a secondary or middle school, seeking a better understanding of the pedagogy of teaching Key Stage 2/3 mathematics, and wishing to develop your knowledge of the Key Stage 2 curriculum in order to facilitate a smooth transition into Key Stage 3;
  • Teaching in a secondary school, meeting the needs of children who have not reached Level 4 mathematics at the end of Key Stage 2, and thus attracting the catch-up premium;
  • Teaching in a special school, seeking to improve your mathematics subject knowledge, and able to differentiate for all learners through the use of a variety of pedagogies;
  • Teaching in a teaching school seeking support to deliver continuing professional development to other settings in the same cluster.

Places (subject to availability) will be allocated to all suitably qualified applicants who have the support and endorsement of their headteacher.

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