PGCE Secondary Mathematics - PGCE
Why study this course?
Our PGCE Secondary Mathematics course will train you to become a teacher of Mathematics for 11-16 year-olds. Accredited by the National College for Teaching and Leadership (NCTL), London Met has official partnerships with many schools in London, ensuring you have a continuity of support throughout both your theoretical learning and hands-on practical experience.
Trainees on our PGCE Secondary courses attain high results, with 95% achieving an Ofsted good or outstanding grade by the end of the course. Department of Education (DfE) bursaries are available for this course and the University also offers a well-established Subject Knowledge Enhancement in Mathematics where needed.
In the most recent (2015-16) Destinations of Leavers from Higher Education (DLHE) survey, 100% of graduates from this course were in work or further study within six months.
Our NCTL accredited PGCE School Direct Secondary Mathematics course trains you to teach mathematics to 11 to 16-year-olds and leads to Qualified Teacher Status for Key Stages 3 and 4. You'll also have opportunities to develop your A-Level teaching.
Drawing on current debates in mathematics, we'll introduce you to a range of interactive teaching styles including computer presentations and group work. This will help you raise pupil standards and participation in mathematics. If you need help improving your own mathematics knowledge, you can attend our short Subject Knowledge Enhancement course.
The London location of your placement schools will introduce you to teaching in diverse and multicultural urban environments. You’ll discover how these children learn and the techniques you can use to develop their mathematics skills.
As Ofsted notes, the high quality of our training has enabled attendees of the course to secure work as teachers across London:
"Headteachers are particularly complimentary about the fact that the trainees and Newly Qualified Teachers are well prepared to meet the specific challenges of teaching pupils in the context of London schools."
To help you in your application, Department of Education (DfE) bursaries are available for this course and vary according to the standard of your first degree.
Your assessment will consist of four elements:
- School placement A
- School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
- a Professional Practice Portfolio which is compiled across the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
- the Educational Research Assignment, which allows you to explore an educational issue
There are no examinations.
You'll share feedback with your colleagues on the course, completing a weekly reflection and contribution to online discussions that will further develop your understanding of the secondary teacher role.
This course is accredited by the National College for Teaching and Leadership (NCTL).
You will be required to have:
- minimum of a 2.2 UK degree or master’s (MA/MSc)
- Professional Skills Tests in Literacy and Numeracy
- a valid Disclosure and Barring Service (DBS) certificate and Confirmation of Fitness to Teach (eg a London Metropolitan University Health Check) - you will be advised to apply for these after an offer is made
- GCSE English and Mathematics grade C (grade 4 from 2017) or above (or equivalent, see Equivalency Testing or A Star Teachers)
We do make conditional offers (with strict deadlines) so it is important that you include all pending qualifications in your UCAS application.
The University will assess any overseas qualifications for equivalence using a number of resources including our own internal guidelines, the UK National Recognition Information Centre (NARIC) and the Bursary Tables publicly available from the National College for Teaching and Leadership (NCTL).
All applicants must be able to demonstrate written and spoken proficiency in the English language. For more information about English qualifications please see our English language requirements.
Before you can be permitted to enrol to this course:
- you must take and pass the Professional skills tests as required by the NCTL - if you have not already passed these tests this will be made a condition of your offer with a strict deadline for completion (in practice London Met would prefer these results are confirmed before offering an interview)
- you must not already hold QTS or be qualified to teach in another EU/EEA country
Prior to the interview for this course, London Met recommends:
- you have a minimum of 10 working days recent experience in a school
- you are prepared for your understanding of current teaching practice and issues in schools to be assessed
- you have an awareness of multiculturalism and other contexts unique to urban schools
- you're aware you may be invited to interview based on information given in your application
Some offers may recommend further school experience if required.
Due to statutory requirements, we are not able to offer sponsorship under the Tier 4 visa route for this course. We will be happy to consider those falling into this category for an alternative suitable course on request. EU nationals may be considered for admission, as well as overseas nationals who already hold an alternative visa in a suitable category or have been granted permission to remain in the UK indefinitely, but please note that an additional international enhanced police check will be required.
The modules listed below are for the academic year 2018/19 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year 1 modules include:
This module currently runs:
- all year (September start)
This module provides a flexible framework within which student teachers learn about the school curriculum relevant to their age / subject specialism. In addition student teachers also learn about the relevant assessment frameworks and the pedagogic traditions associated with their route. The content covered in teaching sessions will be tailored to reflect the school curriculum and planned developments, external assessment frameworks (including relevant examinations) and the route students are following.
This module currently runs:
- all year (September start)
This module introduces students to some of the key contemporary issues in education and schooling through the lens of children’s rights. The UNCRC introduces three key themes, provision (inclusion and access), protection (child protection, pastoral system, health and safety) and participation (student voice). Students are also supported to undertake a research project of their own in a school or alternative educational setting to investigate issues related to these themes.
This module currently runs:
- autumn semester
The module consists of school or professional placement experience during which students undertake a range of observations, teaching practice and in-school training. The length of, and timing of, the assessed practice is specified by the university, but guided by external requirements. School mentors and university supervising tutors complete observations and a final report is completed with Pass/Fail assessment, with grading against the Teachers’ Standards for Qualified Teacher Status (QTS) or Early Years Teachers Standards for Early Years Teacher Status (EYTS)
The prerequisite for the module is enrolment on the PGCE (Early Years, Primary or a Secondary course), the EYTS course or the QTS only course (for Salaried Trainees).
The assessment period is normally during the Autumn term. There will be a practical Pass/Fail assessment of teaching experience (100% weighting).
Whilst this module is similar to School Experience to Progress Point 5, it is intended as an initial module in which students demonstrate they can make progress towards the Teachers’ Standards for Qualified Teacher Status (QTS) or Early Years Teachers Standards for Early Years Teacher Status (EYTS). It is not a requirement that they achieve the level required for a recommendation of QTS/EYTS at this stage.
This module currently runs:
- spring semester
The module consists of school or professional placement experience during which students undertake a range of observations, teaching practice and in-school training. The length of, and timing of, the assessed practice is specified by the university, but guided by external requirements. School mentors and university supervising tutors complete observations and a final report is completed with Pass/Fail assessment, with indicative grading in relation to the Qualified Teacher Status (QTS) or Early Years Teachers Standards for Early Years Teacher Status (EYTS)
The prerequisite for the module is enrolment on the PGCE (Early Years, Primary or a Secondary course), the EYTS course or the QTS only course (for Salaried Trainees) and satisfactory completion of the School Experience to Progress Point 2 modiule
The assessment period will normally be in the Summer term. There will be a practical Pass/Fail assessment of teaching experience (100% weighting) with a recommended grade (1-3) reflecting grading criteria based on nationally approved documentation.
In this module, as opposed to School Experience to Progress Point 2, students are required to consistently meet all of the Qualified Teacher Status (QTS) or Early Years Teachers Standards for Early Years Teacher Status (EYTS)
This is a year-long course.
Module 1, Curriculum Studies, includes:
- the theoretical underpinning of the practice that students take into the classroom
- access to the pedagogical knowledge and understanding required to effectively plan and teach well-structured lessons in the Secondary curriculum
- considering all aspects of the mathematics curriculum
- training to assess pupils’ progress in each of these curriculum areas
Module 2, Professionalism and Inclusive Practice (PIP), includes:
- support for the wider professional development of each student teacher
- discussion of the role of children’s rights and how this underpins effective learning relationships
- understanding of different aspects of inclusive education
- introduction to the whole school and wider children’s workforce
- teamwork and collaborative discussion across different subject areas
- 120 days in a London placement learning to teach with a mentor in secondary schools
In both university and classroom contexts your self-directed study is extremely important in order to support your development of purposeful educational enquiry, preparing effective teaching resources and ensuring up-to-date subject knowledge.
“Choosing to complete my teacher training at London Met was the best career decision I ever made. Studying in the heart of London while being surrounded by a diverse body of staff and students was exactly the preparation I needed for teaching at inner-London secondary schools. London Met’s commitment to tackling the challenging issues surrounding modern urban education was, I believe, a key factor in my rapid progression to the position of head of department after just four years of teaching.
Having gained a unique insight into the value of teacher education throughout my undergraduate studies, I then embarked on a master’s in Education, again with London Met. After successfully completing this, I am now in my eighth year in the profession and currently considering application for a Doctorate in Education.”
Rosie Walsh, former PGCE Secondary Mathematics student
Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.
We're investing in an exciting, multimillion pound transformation of the London Metropolitan University campus, between 2016 and 2020. We’re moving all of our activity to one place, our current Holloway campus in Islington, north London. This will mean the teaching locations of some courses will change over time.
Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2018. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.
All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.
Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.
Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.
How to apply
All PGCE and PGCE School Direct applications must be made through UCAS Teacher Training (UTT). Use UTT's course search tool to find teacher training routes offered by London Met or our lead partner schools. Applications will continue to be considered while there are places still available. If you are offered a place it might be that you are asked to resubmit your application with a different provider of London Metropolitan University teacher training. This allows us to maximise the chance to offer you a place within our core and lead school portfolio, regardless of which route you applied through.
You can apply with London Met or one of our lead schools using the following provider codes in the search fields:
- for London Metropolitan University, enter: L68
- for Aylward Academy, enter: 1YO
- for Cardinal Pole Roman Catholic School, enter: 21B
- for Princess May Primary School, enter: 234
Please note, depending on availability, you may be assigned to schools different to the one you entered the provider code for.
When to apply
The UCAS application schedule provides guidance on when to apply.
Places are limited by the NCTL and offered on a first come first serve basis. We also operate waiting lists on these courses.
To find out more, see our information on the process of applying for teacher training courses.
Fees and key information
News and success stories
Meet the team
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