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BSC (HONS) MATHEMATICS AND TEACHING FOR KEY STAGES 2 AND 3

 

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Institution C58

UCAS GIXI

Bognor Regis campus

3 Years Full Time

Entry Requirements and Fees

2020/21 UK fee: £9,250

2020/21 International fee: £13,500

For further details about fees, please see our Tuition Fee page.

Typical Offer (individual offers may vary):

  • UCAS Tariff points: 104 (A levels or combination with AS / EPQ / BTEC/ Cambridge Technical)
  • A levels: BCC (including Mathematics)
  • BTEC/Cambridge Technical: DMM
  • Access to HE Diploma: Pass 
  • GCSEs: English language, Mathematics and Science at grade C/4 or above
  • International Baccalaureate: 28 points (with Higher Mathematics at 5 and standard English and a science at 4) 
  • IELTS 6.0 overall with no element lower than 5.5
  • Enhanced DBS and occupational health checks required
  • Interview
  • All applicants will be required to demonstrate awareness of professional requirements within schools and an awareness of the education sector

Course content

TOP 10 UK UNIVERSITY FOR EDUCATION

8th out of 80 institutions for our Education courses (The Guardian League Tables 2021)

Course overview

Mathematics has always been a particular strength of Teacher Education at our University. You will join a community of mathematic students taking a range of modules within a lively, imaginative context.

Most of our graduates have secured teaching jobs before the course is completed, with many receiving offers of employment from schools where they’re completing their school experience.

This course offers you a route into a subject-based teaching career in either primary or secondary schools.

The Key Stages 2 and 3 programme will train you to teach mathematics in the 7 to 16 age range. 

As a Key Stage 2 and 3 specialist, you don't have to decide which age group you want to work with before you start your course. If you enjoy mathematics but you’re unsure whether you should train for primary or secondary teaching, then this is the course for you.

School Experience

The pattern of school experience is usually:

  • Year One - Three days a week (Mon-Wed) for four weeks in the autumn term and four weeks in the summer term in the same primary school
  • Year Two - Eight weeks in either a middle or secondary
  • Year Three - Ten weeks in either a primary or secondary school, (in Year 3 you will specialise in either primary or secondary)

Read our Mathematics brochure for more information.

Our facilities

Over the past few years, we’ve redeveloped both of our campuses so that you have the best facilities available for your degree. We pride ourselves on the quality of the learning environment we can offer our students.

At Bognor Regis campus there is an integrated approach to the provision of learning resources and support.  We offer a substantial collection of books, journals and other materials to help you further your research. A range of study areas for group and quiet study including Wi-Fi areas for laptop use are available, or you can use our open access PC and Mac areas.  We use an electronic learning environment with an expanding portfolio of online library resources from anywhere at any time.  There are also purpose built classrooms for the teacher training courses, as well as lecture and seminar rooms. 

Our award winning Learning Resource Centre is at the heart of the campus.  It hosts a modern library service with areas for quiet and silent study on both floors.  Also situated in the LRC is the Support and Information Zone, Costa Coffee and over 80 open access work stations.  An equipment loans centre offers laptops, tablets and other electronic devices for short and long term loans.

Course accreditations

Indicative modules

There are five main strands that run through the programme:

Study of Mathematics

This module builds on the material covered at A level and introduces some new fundamental areas of mathematics. Differential Calculus will be extended and students will start the study of the applications of differentials. These techniques will be applied to a variety of contexts including optimisation problems.

Mathematics Education

This module is designed to enable students to: Appreciate the scope and focus areas of the national mathematics education research agenda: the work of research-informed organisations e.g. NCETM, BERA, BSRLM, PME, MERGA; explore the research basis for reforms of teaching and of curricula. Consider international research into mathematics education and related fields, and relate this to domestic contexts; appreciate research into school mathematics, children’s learning of mathematics, effective teaching of mathematics. Encounter original papers of researchers and appreciate their perspectives and assumptions; identify the function of clear research questions in research papers. Become familiar with research methodologies and their appropriateness in different research contexts in preparation for carrying out a personal research-based study.

Introduction to the nature of research and to the current research agenda for mathematics education nationally. Through considering the research of key people and projects, become aware of the functions of research as (a) helping to improve mathematics teaching and learning; (b) influencing curriculum review, development, reform; (c) providing investigation into levels of understanding and forms of intelligence; (d) providing investigation into cognitive/affective aspects of teaching/learning; (e) sustaining major R&D projects in school mathematics and their methods. Discussion on the significance of assumptions behind research, and of research methodologies selected. Analytical and critical reading of selected recent research papers. Library/internet based enquiries and study tasks.

Professional Studies (teaching skills such as lesson planning and classroom management)

Student teachers will be taught through a balance of Tutor and student-led activity that will consist of cohort lectures, school based tasks, seminar discussion and activity. They will be introduced key theories related to learning development so as to better understand the processes of social, emotional, cognitive, language and physical development for children in the early years and primary age ranges. Through this, they will be introduced to the concept of ‘whole child’ development and the way in which early years and primary teaching seeks to educate the ‘whole child’ to ensure that all children can succeed and thrive in school. Through the taught module, student teachers will also explore the way in which language, culture and children’s diverse home lives can influence their experiences as learners and how primary classrooms can embrace cultural diversity and maximise its potential for learning. Recognising that primary teaching exploits first-hand experiences as a mode of learning, the module will introduce student teachers to the importance of experiential and enquiry-based learning and, as part of this, encourage them to reflect critically upon the ways in which teaching and learning styles may be adopted and adapted to engage young learners. Throughout the module as student teachers reflect upon how children learn, they will also be encouraged to reflect upon their own experiences as a learner. They will be introduced to key ideas related to knowing and thinking both at adult and child adult level, such as metamemory, metacomprehension and critical thinking.

The core subjects in the primary curriculum (English, Mathematics and Science for Key Stage 2)

School Experience

This module aims to introduce student teachers to the knowledge, understanding and skills necessary to become an analytical, effective and reflective primary teacher. It is designed to enable student teachers to relate the teachers’ standards, required for the recommended award of Qualified Teacher Status (QTS), to their teaching and the broader role of the teacher. The experience will draw on the student teacher’s own prior experiences and skills and develop them within the partnership of school-based and university-based training and support.

International English Studies

Include International English Studies: 

Teaching and assessment

You will study advanced mathematics alongside Education principles and practice to make you are rounded mathematics teacher.

In the final year you can specialise in either Primary or Secondary Education

Learning is supported by research and discussion within a small class environment

Throughout your degree, modules are delivered in a variety of ways including:

  • Standard module: a single module over 1 semester (usually 15 credits) examples include Data Analysis and Core Primary Mathematics
  • Individual tutorials: you will have individual sessions for both mathematics and Education components of the course, examples include Pure Mathematics and the Independent Project
  • Workshops: workshops are available on extra mathematical topics and on Educational issues such as Special Needs, Mental Health and Behaviour Management.
  • Placements: All of our school placements carry 15 credits. They last between 30 and 50 days and total 120 days across the three years.

Additional Costs

Include Additional Costs: 

Additional Costs

DBS AND SCHOOL EXPERIENCE COSTS

DBS check

Applicants are required to have an enhanced Disclosure Barring Service check which needs to be paid for before the start of the course.

Costs incurred during School Experience

Over the duration of your course you will spend 24  weeks on placement. These school experiences are organised  in our partnership schools which extend across East & West Sussex, Hampshire and Isle of Wight and into Surrey. Travel to placements, which  can be by car or public transport, varies but your commute will not usually  exceed 40 miles from your term time address to the placement school (assuming your term time address is within our partnership area). 

Students may receive a contribution towards travel costs depending upon the distance.

Whilst on School Experience appropriate professional dress will be required.

Students may wish to purchase a laptop/tablet to use whilst on school experience as schools are not required to provide these. 

Interviews

The interview is designed to assess the applicant’s suitability for the teaching profession, as well as academic ability. 

All applicants will be expected to demonstrate an understanding of professional requirements and an awareness of current educational issues.