11-16 with post-16 enhancement
Cornwall SCITT: C79
Course Code: G1X1
Cornwall Teaching School: 19U
Course Code: 25WG
Mathematics is about thinking and describing, analysing and creating – it has changed the world. It can stimulate moments of awe and wonder as learners notice a connection or pattern for the first time. It encourages independence and the ability to make decisions based on evidence, reasoning and logic. The language of mathematics is international: it transcends cultural boundaries and is the result of human endeavour over thousands of years. No wonder it has such an important place on the school timetable.
The most important quality that all student teachers on our course possess is a passion for mathematics and sharing their passion with young people. Many graduates who consider teaching mathematics hold a second-class degree or higher in mathematics or statistics, or may have developed a higher-level understanding of mathematics through studying physics, engineering, architecture or a science-based degree.
If you have had a break from studying your specialist subject, have developed your subject knowledge within the workplace, or hold an A Level in mathematics but have an unrelated degree, then you may require a Subject Knowledge Enhancement (SKE) course prior to starting the training programme. SKE courses require 25 hours per week of study, although part time options are also available. Several providers offer 100% online courses so that you can complete the course around other commitments. The amount of SKE required will be determined at interview, and it is important to apply as early as possible in the application cycle if you are hoping to enrol on an SKE course in the event that you are offered, and accept, a place on the course.
Experience working with young people is always particularly beneficial, particularly experience in a UK comprehensive school observing and participating in mathematics lessons. During early observations it may be useful to look out for what motivates young learners to succeed in maths lessons and how teachers address student misconceptions. You will need a minimum of three days of school observation experience prior to interview and a minimum of ten days of school observation experience prior to starting the course.
You will study not only the nature of this mathematics, but also its place in the Curriculum. You will consider what is studied, how it is taught and how progress is assessed. You will also learn how to use ICT appropriately and how to provide for the development of young people with different backgrounds and abilities.
Practical work is supported by lectures and seminars. Trainees complete a subject audit, through which they are encouraged to review their existing subject knowledge and to consider how it matches the school curriculum. A visit to a primary school allows trainees to see what the mathematical journey starts.
Throughout the course you will:
- Work with others to solve mathematical problems, reflecting on your own work and the nature of mathematical activity
- Consider how best to provide an environment for effective learning of mathematics
- Focus on issues related to the mathematics classroom e.g. misconceptions, rich tasks, dynamic computer software and how children learn
- Develop the ability to innovate creative ways of exploring traditional areas of mathematics
- Critically evaluate resources for the teaching of mathematics
- Examine what the mathematics teaching community is saying, doing and writing
- Work at enhancing your own knowledge and understanding in mathematics
- Prepare a master class for gifted and talented pupils and present it to them
The course will also explore the following issues from a subject-specific perspective:
- Lesson planning and sequences of lessons
- Meeting the needs of all pupils in the classroom
- Teaching and learning strategies and resources
- Techniques to support monitoring, assessing, recording and reporting pupil progress
- Promoting good behaviour and a positive climate for learning
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