About the course
In this course, professional and subject theory courses are delivered by the University of Leicester and the two school placements are within the Brooke Weston Teaching School Alliance schools. In the first school placement at Brooke Weston, there will be the opportunity to mix with trainees from other disciplines and to consider the ways in which theory is translated into good practice by outstanding teachers.
Mathematics is a core subject within the secondary curriculum. It encompasses the study of number, algebra, ratio, proportion and rates of change, geometry and measures, probability and statistics. These are all important elements of the mathematics curriculum and at Leicester we strive to ensure you become an effective practitioner of mathematics education with the ability to excite and engage pupils.
You will learn from some of the best practitioners in the field and, with their support, learn how to become an effective practitioner. The programme will cover all areas of the National Curriculum for Mathematics, and will also address national testing, extra curricular learning opportunities and your own professional development.
There are tax-free bursaries available for eligible applicants. The Institute of Mathematics and its Applications is also offering Teacher Training Scholarships to Mathematics graduates. For more information, please visit the Get into Teaching website.
PCGE Secondary Mathematics aims to:
•Broaden and deepen your knowledge and understanding of mathematics for teaching purposes;
•Develop your understanding and insight into the ways in which mathematics is learned and potential difficulties;
•Provide an informed and critical view of National Curriculum requirements;
•Provide up-to-date knowledge and experience of curriculum materials, developments in assessment and examinations, and the potential of technology;
•Provide a broad range of teaching and learning methods to cater for a full range of pupils; and
•Develop your skills in planning, communication, assessment, recording and evaluation
The mathematics subject specialism will cover a variety of areas including:
•The mathematics curriculum;
•Subject knowledge: approaches to teaching and learning, including common misconceptions;
•Teaching mathematics using technology;
•Assessment of and for learning;
•Theories of learning and teaching;
•Differentiating to enable all pupils to reach their potential;
•Teaching approaches to support problem solving; and
•Maths outside the classroom.
Continuous assessment is used throughout the course and there are no examinations.
There is a two-stage interview process. If invited for interview, you will first meet members of the Brooke Weston team and will have the opportunity to meet current or former trainees and to see Brooke Weston at work. The interview takes the form of a conversation which will explore your ideas about education and your subject; the object is to ensure that those who join the course will have the best possible chance of becoming good and outstanding teachers.
In the second interview, which is at the university, you will meet members of the course team who will give an overview of the course and answer any questions you may have. You will participate in a group task with candidates from a range of subjects and give a brief presentation as part of a small group. Subject tutors will introduce a written subject task that you will complete during the day and you will have an individual interview with a subject tutor. The interview is not a daunting process but rather a discussion about your suitability and preparation for going into teaching. During the interview, you will explore any additional preparation needed to help put you in the best possible position to engage successfully with the course from the start.
How school placements work
You will undertake two secondary teaching placements in the Brooke Weston Teaching School Alliance partner schools. The placements are referred to as 'Phase A' and 'Phase B' placements.
After induction you will spend 8 weeks in your Phase A placement school. Wherever possible, the first placement is in Brooke Weston Academy. This placement offers ample opportunity to observe and learn from outstanding teachers. Trainees also have the opportunity to discuss their work and progress with each other and to enhance their understanding of ways to apply what they have learned through a practical school-based programme of professional studies. You will build on existing experience and develop new skills with support from the Coordinator for Initial Teacher Education and a subject mentor who will oversee your professional development. Both will liaise closely with your university tutor who will also support you. During this placement you will be expected to fulfil a 50% timetable.
During your second placement you will spend about 14 weeks in a different school, also supported by a mentor, ITE Coordinator and university tutor. We try to place trainees in contrasting schools to ensure you have a rich and varied experience in your initial training year and that you have the opportunity to teach across the 11-18 age range. During this placement you will be expected to fulfil a 66% timetable.
All trainees will also undertake a week in a primary school following their Phase A placement to support their understanding of the broader context of education and to support writing of one of the PGCE assignments.
The course fees for 2019/2020 are as follows:
Tuition fees for the 2019/20 academic year are yet to be confirmed.
As an indication of what you might pay, the fee for students who started in September 2018 was: £9,250
You could be eligible for either:
- a scholarship of £22,000
- a bursary of £20,000
With a scholarship or bursary, you’ll also get early career payments of £5,000 each in your third and fifth year of teaching (£7,500 in some areas of England).
To qualify for a scholarship you’ll need a degree of 2:1 or above in maths or a related subject. For a bursary you’ll need a 2:2 or above in any subject.
You can’t claim both a bursary and a scholarship - you can only claim one.
Find out how to apply for a scholarship. You don’t need to apply for a bursary - if you’re eligible, you’ll automatically start receiving it once you begin your course. Find out how you’ll be paid.
Financial support if you’re from outside the UK.
Applications are welcome from those with good qualifications in their mathematics GCSE and AS/A level (or equivalent) and at honours degree level.
Those applicants with joint or combined honours degrees in which Mathematics is a major subject are also welcome to apply.
Applicants with degrees in a range of academic backgrounds including engineering, economics and physics have previously made successful applications.
Applicants without mathematics as a substantial part of their degree may, in some circumstances, be able to undertake a Subject Knowledge Enhancement course in lieu of the honours level mathematics.
You must have a genuine interest and enthusiasm for Mathematics and for working with young people. The PGCE is a challenging course and applicants need a wide range of skills, knowledge, experiences and an aptitude for teaching. These skills include the ability to form relationships, good communication, commitment to learning and teaching and reflective qualities.
Applicants without Mathematics as a major subject are expected to undertake essential background reading before the course starts.
We expect all prospective trainees to have spent some days observing, possibly assisting, students and teachers in Mathematics classrooms to familiarise themselves with current developments.
Admission to the course is subject to a satisfactory medical report. The University will provide more information about this should you be offered a place.
All offers are subject to a satisfactory enhanced DBS disclosure. We will provide instructions regarding the DBS application process once you have accepted an offer of a place on the course.
About the training provider
Brooke Weston Academy Teaching School offers trainees a strong, ever-growing network of expertise which means that we are at the forefront of innovative practice in this area. Although we can offer trainees the chance to experience the wide variety of school organisation and curricula across our partnership, they will all have the opportunity to train in at least one Outstanding school.
Working with our university partners, we seek to ensure that trainees graduate from the course feeling supported, confident and well equipped for teaching. Completion and employment rates are high. Trainee satisfaction is also at a very high level, as shown by the evaluations of the course; the university training, the opportunity to discuss issues with peers, the level of support and the feeling of being valued are all particularly appreciated.
About the accredited body
The School of Education at the University of Leicester has a long and successful history of teacher training and a strong reputation for producing graduate teachers prized by schools.
The School of Education offers a PGCE via the School Direct training route, working in a close and collaborative relationship with Brooke Weston, so that our trainees benefit from the wealth of experience at the university and achieve consistently high quality outcomes.
Training with disabilities and other needs
The University of Northampton offers support for applicants with a declared need. Individual meetings are held with trainees throughout the year with the Head of Initial Teacher Training and Programme Leader to discuss needs and signpost support.
Leicester School of Education's AccessAbility Tutor will contact all trainees who declare a disability and offer advise about the support which they may be entitled. They ask trainees to tell us how their disability may affect their learning and any adjustments they needed in order to access their studies.
These requests, with trainees' permission, are passed on to the relevant tutors, lecturers and schools so that they can accommodate all needs.
Trainees can contact the School of Education's AccessAbility Tutor and the University's AccessAbility Centre for further advice or to report a problem.
Some examples of how we support trainees with disabilities include:
• Accessible school placements provided for trainees with a physical disability.
• Tutors who are sensitive to the needs of trainees with mental health difficulties.
• Slide presentations and resources are made available to all trainees at least 24 hours before a session takes place.
• The AccessAbility Centre provides after hours appointments for PGCE trainees who are on placement and unable to attend during the day.
• Disabled parking permits are provided to enable trainees with physical disabilities to park close to university buildings.
• A variety of lesson planning templates is discussed with trainees with dyslexia to identify one that meets their needs and aids progression.
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