PGCE Secondary Mathematics

The programme is practical, intensive and based on working together for the benefit of all.

You will be rewarded with the skills, understanding and satisfaction that comes from teaching children well.

This programme will prepare you to become a successful and valued member of a secondary school department and develop your ability to teach pupils aged 11-16. 

Why study PGCE Secondary Mathematics?

This practical programme relates to life in the classroom whilst giving you the knowledge and understanding necessary to reflect on your practice, and that of your colleagues, in order to improve your teaching and children's learning. Whilst you work on developing your skills as a mathematics teacher, you will be encouraged to focus on various skills which will in future enable you to continue developing your own professional path. You will learn how to focus on an overarching goal related to mathematics pedagogy and related research questions that you wish to explore through collaborative and individual practices to achieve maximum potential in your studies. 

Course structure

The programme will enable you to meet the QTS Standards in respect of pupils aged 11-16. There are also opportunities to undertake university based education for planning, teaching and assessing the post-16 age range. The programme is divided into University and school-based phases.

The University phase is in two blocks, one at the start of the programme and one after Christmas. In the first phase we concentrate on developing the knowledge and skills necessary for teaching Key Stage 3. We look at the four areas of the National Curriculum and develop ideas on how to teach each area in a manner that links the whole together. We study the recent reviews of the curriculum and discuss your possible input in shaping the new curriculum for the 21st century.

Children's learning is at the heart of the programme so we consider what 'understanding' means and how this can be developed and assessed. The love of and the competency in mathematics is, on the other hand, one of the most important aspects of being a good mathematics teacher, hence an emphasis is also put upon supporting you to further develop both through workshops and events.

After Christmas we consider teaching and learning at Key Stage 4 and A-level and widen and deepen the understanding and skills developed in the first phase. The School phases are with two different partner schools. The first six-week phase is before Christmas and the second fourteen-week phase runs from March. The first of these phases is usually in a pair, so you will take responsibility for teaching the classes whilst your partner supports you.

Course assessment

A personalised process of continuous assessment ensures that learning is appropriate and effective. Assessment takes account of both the programme experience and the school or setting and includes researching developing practice through assignment tasks.  Support is provided to develop a rigorous evidence-based account of your educational journey.

Assessment in all of the PGCE programmes is designed to be progressive and to assist you in the provision of evidence to support your achievement against the Standards for QTS.

PGCE programmes are assessed in University, school or other settings. The evidence base includes:

• Formally assessed assignments
• Professional dialogue in progress reviews
• The Professional Learning and Practice portfolio
• School phase reports and observations
• Professional development activities
• Subject knowledge tests and tasks (where appropriate)

PGCE programmes are taught by highly qualified and experienced staff both in University and in partner schools or other settings. Teaching accommodation is located on the Newton Park campus, the Culverhay and Southdown sites and in several partner schools.

University teaching takes place in rooms equipped with relevant texts, equipment, training materials and electronic resources. Open access computer facilities are available. The University’s Virtual Learning Environment (Minerva) provides remote access to a wide range of resources.

Set texts are recommended for readings.

The Library holds a wide collection of teaching and learning resources. 

Teaching methods

Learning and teaching in PGCE programmes takes place through a combination of the following methods:

• tutorials at key points across the year
• lectures, seminars and workshops
• group activities: presentation; group discussion; role play and collaborative working
• independent learning
• peer support
• developing professional learning and practice in schools and settings
• blended learning employing electronic resources, including the University’s Virtual Learning Environment (Minerva)
• observation of teachers’ including other Bath Spa Teachers’ practice
• professional development activities undertaken in University and school or other settings.

Course enquiries

Entry requirements

In addition to the General Entry Requirements you are expected to have a degree in Mathematics or a related subject with at least 50% suitable maths content. In addition you need A-Level Maths. You are expected to have enthusiasm for mathematics and for working with children. You will need to demonstrate commitment to learning, both your own and for children. This is a demanding programme and on completion you will realise why teaching can be such a rewarding and satisfying profession.

If you want to teach maths but are unsure if you have the necessary subject knowledge then you may be recommended to take the Mathematics Enhancement Course prior to joining the PGCE year. This is a 28-week intensive course which aims to develop a deep understanding of all school mathematics with the potential to teach up to A-level standard.

Career opportunities

All PGCE courses culminate in Qualified Teacher Status (QTS).  This enables qualified BST to apply for a wider range of teaching posts and other education based employment. Good mathematics teachers are always in demand, so employment prospects are excellent.

What students say...

Having completed a degree in Education at Bath Spa I wanted to remain at the University to complete my Initial Teacher Education due to the supportive staff, passion for education and focus on students and their needs. The programme offers a range of in-school phases complemented by taught sessions. The emphasis is on teaching and learning strategies (and not curriculum content) and has been extremely valuable through placements. The diversity of my studies at undergraduate level has well equipped me for the PGCE and given me a greater understanding of issues pupils and schools may have. The beautiful setting of the University makes you want to come to lectures to escape from the city! Before studying on this programme I already had a degree in Mathematics at The University of Bath, I then came to study here and achieved a first in Education and Psychology. I managed to obtain a job as a Mathematics Teacher after completing the programme. I only have good things to say about my experiences at Bath Spa and really appreciate the dedication of staff to individual needs here.

Sarah Wilton, PGCE Secondary Mathematics