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Teaching Mathematics: Numeracy AdvCert

Teaching Mathematics: Numeracy AdvCert

Level

Under-
graduate

Campus

Partner Institution

Why study this course?

The aim of this programme is to enable you to develop into an outstanding mathematics /numeracy teacher. You will learn how to plan, implement, assess and evaluate teaching and learning and undertake a full teaching role, working with students from very low levels of numeracy up to GCSE/Level 2.

Being numerate is a crucial life-skill. As a numeracy teacher you will help students to operate confidently, effectively and independently in their educational, personal and work life, by developing their problem-solving skills. Teaching mathematics /numeracy is challenging and rewarding and requires not only a good understanding of mathematics, but also of how and why people learn.

Teaching Mathematics: Numeracy is a subject pathway for teachers who already have a teaching qualification such as Cert Ed, PGCE, DTLLS and wish to become teachers of Functional and GCSE mathematics.

“The partnership is a very open and engaging one in which all partners are equal and each contributes very effectively to the whole.” Ofsted, November 2015

 

 

  • Duration:

    Approximately one and a half years part time

  • Level:

    Undergraduate

  • Campus:

    Partner Institution

  • Award Type:

    AdvCert

  • Fees:

    Please contact the partner institution for information about fees

Entry Requirements

• A nationally recognised teaching qualification – PGCE, Certificate in Education, DTLLS, or equivalent.
• BA / BSc / B.Ed. in mathematics or ‘A’ Level mathematics grade A-E or Level 3 knowledge and skills in Mathematics (ascertained at assessment /interview) and GCSE maths.
• 5 GCSE’s at grade A-C (or equivalent) to include English.
• The ability to communicate fluently, accurately and effectively in professional spoken English (IELTS 7.5 or equivalent).

 

Further Information

Being numerate is a crucial life-skill. As a numeracy teacher you will help students to operate confidently, effectively and independently in their educational, personal and work life, by developing their problem-solving skills. Teaching maths/ numeracy is challenging and rewarding and requires not only a good understanding of maths, but also of how and why people learn.

The Further Education and Skills sector includes colleges, training providers, sixth forms, adult and community learning, prison education and apprenticeship provision.

What does the course involve?

On the programme you will spend time each week in class working on your understanding of numeracy and how to teach it. In these sessions, your tutors will model good teaching practice that you can use in your own teaching. Teaching, learning and assessment approaches have been designed to promote the transfer of learning between modules. Teaching and learning methods are varied and aimed at integrating theory and practice. They include lectures, group activities, presentations and private independent study. Your teaching placement is a central feature of the course. You are required to teach for a minimum of 75 hours per year over the period of the part-time course.

“The quality of the training across the partnership is consistently good, with examples of outstanding provision.” Ofsted, November 2015

How do I find a placement?

If you are not already employed as a teacher, colleges may be able to help with finding you a placement but this is not always guaranteed. You will also need to take responsibility for finding a suitable placement for your teaching experience.

How will I be assessed?

Your course is assessed through a combination of a professional teaching practice portfolio and assignment work. You will be assessed throughout the course, with no final examination. Assessment methods comprise written essays, observed teaching sessions, portfolios, projects and reports. In additional to these formal assessments, you need to demonstrate professionalism at all times, meeting the Education and Training Foundation Professional Standards.

What does this course qualify me to do?

The Advanced Certificate in Teaching (Mathematics: Numeracy) is primarily for those wishing to teach the 16+ age group. This qualification does not confer QTS or QTLS status. On successful completion of the course you can apply for QTLS status through the Education and Training Foundation which will enable you to be employed as a qualified teacher in a secondary school.

What jobs could this lead to?

A wide range of teaching opportunities exist across the Further Education and Skills sector. 69% of our July 2014 graduates are now employed in the sector.
‘Employment rates for trainees leaving their courses in 2014 are high’ Ofsted November 2015

A wide range of teaching opportunities exist across the learning and skills sector, in organisations including further education colleges, sixth forms, adult and community learning, the prison service and in private sector training organisations.

Teaching Mathematics: Numeracy at UCLan is for those wishing to teach primarily in Further Education and sixth form. Whilst this is not a school teaching qualification there are now employment opportunities in some schools, particularly for teachers of vocational subjects.

‘Employment rates for trainees leaving their courses in 2014 are high’ Ofsted November 2015

Please download our course brochure for individual college contacts (.pdf 160Kb)

Partner Institutions

The UCLan partnership network offers higher education courses in 22 Partner Institutions, allowing students to study locally for their HE award. Partner students are able to take advantage of a wide-range of University facilities as well as accessing the facilities available at the Partner Institution.


Many of the courses run in partner institutions provide the opportunity to ‘Move On’ or progress to UCLan to complete a programme or to study for a higher qualification.



Disclaimer

The full list of modules indicated on this course page are for information purposes only. Certain modules may not be delivered every year and delivery might be dependent on the number of students selecting a given module. When accepting your offer of a place to study on this course, you are accepting that it is possible that not all of these module options will be available. At (or before) the start of each academic year, you will have an opportunity to discuss your course and preferred module options with your tutor. The University will then do all it reasonably can to ensure that you are able to undertake your preferred module options.

Partner Institutions

This course is delivered at the following partner institution(s):

 

 

 

Testimonials

COMMENTS FROM TRAINEE TEACHERS IN VARIOUS COLLEGES IN 2012-14

About the class sessions:

"Our tutor includes pictures and images to help us understand and remember. I have loved learning in this way and include this in my own sessions."

"Learning about deductive and inductive approaches really changed the way I think about teaching."

"Behavioural management discussion within the peer group is really helpful. We are all at the same level so we can discuss each other’s ideas."

"The lessons on ICT and resources have really developed my practice, using iPads, Nintendo DS, mobile technology, even in traditional A level classes."

"A variety of strategies were employed in the teaching sessions. On more than one occasion I used the same teaching method with my own students. It is these experiences which have informed the way that I now teach."

About teaching:

"Observations have been the most constructive and useful I have ever had."

"Action planning and creating personal goals after the observations is very helpful."

"The fact that we are teaching every week is very good, not teaching in blocks."

"Reflecting on my practice and valuing what I am doing is so helpful to my development."

"I spend less time in front of the board now; I am spending more time doing carousel activities to get learners involved."

"I’m incorporating greater differentiation now, and more inclusion."

"Through delivering a lesson, my subject knowledge is stronger now. I understand my subject more and I have a wider perspective."

"Good that we have made the transition to being a teacher who facilitates learning rather than ‘delivering’ it."

About support from staff:

"Moral support at challenging times, keeping myself and my learners safe."

"Great support and reassurance from the tutor, who is always approachable and responsive."

"Staff support has really helped to increase my self-confidence."

"Teaching observations have been the most constructive and useful I have ever had."

"I believe that throughout the course I have made a journey which has definitely helped me develop as a better teacher and has enriched my learning and teaching."