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. Find out more about SKE courses on the Department for Education’s Get into Teaching website.

Experience working with young people is always particularly beneficial, particularly experience in a UK comprehensive school observing and participating in a range of lessons, including your own subject. Being able to reflect upon recent classroom observations often strengthens interview discussions. If you have been out of the classroom for a few years, having one or two days’ of school observation prior to interviews might help boost your confidence.

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