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Develop the knowledge, skills and classroom experience to teach secondary Mathematics.

Our PGCE Secondary Mathematics course prepares you to teach Mathematics across the 11–16 or 11–18 age range.

The course is designed to help you teach the National Curriculum, including GCSE and A-level. Successful completion leads to a postgraduate qualification and recommendation for Qualified Teacher Status (QTS).

University-based sessions give you space to reflect on teaching methods, develop your teaching style and engage critically with curriculum and classroom practice. We will also support you in developing your own teacher identity

You will learn with subject-specialist University tutors who have expertise as teachers and examiners, alongside experienced teachers from our partnership schools. Subject mentors will help you develop your subject knowledge and teaching approaches.

The University works with a large variety of schools, comprehensives, grammar schools, specials schools, pupil referral units and sixth-form colleges, which allows us to personalise your school experience to your individual needs.

This combination of university and school-based training helps you connect subject knowledge, educational theory and practical classroom teaching.

You will:

• develop a critical awareness of lesson and curriculum planning, spending time on each with school-based mentors and University tutors; 
• develop skills and knowledge in inclusive Mathematics teaching;
• develop pedagogy and gain an understanding of a range of different teaching strategies in the Mathematics classroom, and in activities beyond the classroom; 
• develop subject and curriculum knowledge for KS3, KS4 and KS5 Mathematics.

• We have links with more than 200 schools, academies and colleges, and you will benefit from significant school-based teaching experience.
• Our leading experts in education have trained more than 5,000 teachers in the last 15 years.
• Our students come from all over the globe and a variety of backgrounds - from recent graduates to mature learners.
• Contribute to the UN Sustainable Development Goal for Quality Education by helping to expand access to high-quality learning and inspire future generations.

Important notice: factors affecting fieldwork and placements

The School of Environment, Education and Development (SEED) recognises the value of fieldwork and placements. However, the safety and wellbeing of our students and staff remains our priority.

The School will assess on a regular basis the viability of any travel and fieldwork and communicate any significant changes to our students at the earliest possible opportunity. SEED will consider:

• changes to the rules and guidance on travel and activities implemented and published by the UK and overseas governments;
• a risk assessment conducted by or on behalf of the University identifying unmanageable risk;
• changes that enhance the educational value and student experience of the activity;
• changes to the situation of a placement provider (for example, which cause them to be unable to accept students);
• the unavailability of appropriate insurance cover;
• the unavailability of appropriate travel and accommodation and any significant changes to their financial costs;
• where fieldwork and placements are a compulsory element of the Programme, they will be replaced with something academically similar;
• where a trip or placement is not a compulsory element of the Programme, it may not be replaced.

We will consult with affected students at the earliest possible opportunity and explore the options available to them.

The duty of students

Preparation, attendance and conduct

Attendance at preparatory classes is a compulsory pre-requisite of the fieldwork and placements to ensure safety and learning outcomes are met.

Students who do not attend the compulsory preparatory classes may be prevented from participating in the fieldwork or placement. It is the duty of students to discuss any attendance issues with the field course or placement convenor.

Students are representatives of the university during their fieldwork or placement. Behaviour deemed by the convenor to be unacceptable may result in students being sent home.

Where a student is unable to attend or complete the fieldwork or placement (e.g. due to mitigating circumstances), is prevented from attending due to absence from compulsory preparatory classes, or due to poor conduct, a suitable alternative assessment will be offered (as appropriate) to ensure that the programme ILOs are met, and that the student is not academically disadvantaged.

The University accepts no responsibility for any costs incurred by the student in relation to the fieldwork or placement.

Your school and University experiences are formally assessed. Both your mentors and tutors will help you to record your achievements and set targets from week to week and from placement to placement.

During each placement, a University tutor will observe you teach and discuss your progress with you and your mentor.

At the end of each school experience, you will receive a progress report from your mentor. The report will provide clear feedback and targets in the following areas: 

• subject and curriculum knowledge; 
• planning and teaching; 
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• wider professional responsibilities.

These reports, together with your record of achievement and development, facilitate your progression as a teacher.

The written assignments will allow you to gain a maximum of 60 master's-level credits, and guidance and support to complete these assignments will be available from your University tutors.

I have loved my school placement so far, the staff are very friendly and have welcomed me into the team and supported me really well.

Read more about  Molly's experience  in her student profile.

The course is taught by the Manchester Institute of Education (MIE), with most PGCE University days based in the University's Ellen Wilkinson building, on the University's Oxford Road campus, close to the Main Library, Alan Gilbert Learning Commons and the Students Union.