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What makes PGCE Primary Mathematics at Worcester special?

At Worcester we were born to teach. The institution was founded in 1947 as a teacher training college with a mission to 'win the peace through education'.

At Worcester, we offer a unique opportunity for you to train as a primary mathematics teacher. The course is led by experienced academic staff who are at the forefront of developments being carried out in schools in the area of mathematics teaching, ensuring that your learning is shaped by those helping to shape education itself.

We provide an ideal environment to hone your skills as an inspiring and innovative mathematics teacher.

Overview

Overview

Key features

  • Worcester is one of the country's leading providers of teaching training, with an excellent reputation in this area
  • Personalised support that continues beyond your study and in to the early stages of your career, helping you to identify your development needs and excel as a teacher
  • With 60 credits at Masters level and a strong international reputation, a PGCE can take you anywhere, from Masters study to a job on the other side of the world
  • Our Pedagogy & Professional Practice element explores wider issues of education and society, enhancing your prospects as a future leader in the profession
  • Take part in collaborative research with schools to develop practice and enhance children's learning of and love for mathematics

Primary Mathematics Specialist pathway

As a specialist you will be supported to develop analytical and reflective skills to teach mathematics across the primary age-range to a high standard, and to develop you as a future leader to take on roles in school which will support colleagues in this core subject area. The specialist pathway will address mathematical subject knowledge, pedagogical understanding and leadership skills to develop confident teachers who are aware of the influences on learning and teaching. The course also supports you in being able to make a difference in the classroom for all the children you will work with, and skills to enhance the level of subject knowledge for all children. You will be equipped to meet the Professional Standards for the award of Qualified Teacher Status (QTS) upon successful completion of the course.

Entry requirements

What qualifications will you need?

Entry requirements

  • An Honours degree normally (2:2) or higher from a United Kingdom higher education institution or equivalent qualification, in Mathematics, Science, Engineering or Mathematics related degrees. Non-Mathematical degrees are welcome. You should demonstrate through your application the relevance of your experience and commitment to the Maths pathway.
    Applicants with a 3rd class degree will be considered on an individual basis.
  • A level in Maths (grade B or above) or an equivalent qualification*.
  • Grade C/level 4 at GCSE in Mathematics (or equivalent) English Language and Science (or equivalent) passed at the start of the course. For further details on our GCSE equivalence tests, please contact AdmissionsA@worc.ac.uk or telephone 01905 855111
  • Department for Education Professional Skills tests passed in Literacy and Numeracy. For further details visit the Professional Skills Test page
  • School experience is desirable, but not essential prior to an interview. At interview we will discuss relevant prior school experience or opportunities applicants have had to work with school aged children. It is at this point that we would discuss with a candidate whether additional school experience would support an individual in their decision that teaching is right for them. 

*Bursaries from Department of Education may be available to trainees with at least Mathematics A level grade B or equivalent.

If you have lived, studied or worked overseas for three months or more in the last five years a Certificate of Good Conduct from the country of residence will be required. Further information and guidance associated with additional costs are available from the Home Office.

You will also be subject to the usual prohibition list and criminal record checks. In addition, the Department of Education requires all trainees to satisfactorily complete a medical questionnaire to demonstrate their fitness to teach.

The DfE requires all trainee teachers to obtain an Enhanced Disclosure & Barring Service (DBS) check, which you will need to pay for.

Shortlisted applicants will be interviewed.

Professional skills tests

All applicants for teacher training courses need to take the numeracy and literacy professional skills tests as part of the application process. You will need to ensure you have passed them both before the start of the course.

The tests are required in addition to your mathematics and English GCSEs, and are designed to show that you have the basic levels of literacy and numeracy needed to teach to a national standard. They will not test your knowledge of the curriculum or how to teach.

The first three attempts at taking your skills tests in each subject are provided free of charge.

Support we offer

We offer free skills tests workshops if you have accepted a place on the course. If you are unsuccessful on your first attempt of the skills test then we will also provide one-to-one support in both numeracy and literacy.

Find out more about our skills tests workshops and support.

"I would recommend the maths specialism to anyone thinking about teaching as I feel the opportunity the course provides to teach across the age phases is a huge advantage."

Alison Preece

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Course content

What will you study?

School experience is a substantial and integral part of the course and you will have school experience visit days and block placements in terms 1, 2 and 3.

In total, of the 38 weeks of the course, 24 will be spent in schools.

Here's an overview of the current course content, regular updates mean that exact content may differ.

Subject Knowledge with a Deep Understanding

Indicative overview of content

Develop mathematical subject knowledge from the Foundation Stage through to Key Stage 3. Understand the interconnected nature of mathematics, considering concepts such as patterns and mathematical thinking, and to understand progression within the primary curriculum.

Mathematics-specific Pedagogy

Indicative overview of content

Explore pedagogical knowledge to teach all children, provide enrichment, and additionality in mathematics. Develop a wide range of the, skills, knowledge and understanding to support inclusive practices informed by research and analysis specific to mathematics.

Pedagogy and Professional Practice

Indicative overview of content

Covers a wide range of the knowledge, skills and understanding required to become an effective self-evaluating practitioner, including how children learn, what impacts on pupil learning and progress and learning and teaching styles.

Subject Specialist Research

Indicative overview of content

Develop mathematical skills, knowledge and understanding through research in order to work with colleagues across the school in developing their subject and pedagogical knowledge. As a Subject Specialist, you will use existing strengths to further your academic knowledge and understanding in mathematics and to enhance this in a professional context within your school placements.

Foundation Subjects

Indicative overview of content

Develop knowledge and skills in foundation subjects and to foster those approaches and activities which facilitate effective learning. The emphasis will be on understanding how children learn and on the relevant requirements of the National Curriculum in Key Stages One and Two.

School Experience

Indicative overview of content

School experience is a substantial and integral part of the course starting in the first term through both serial and block practice, with further experience in the second and third terms. 24 (120 days) weeks will be spent in schools.

Teaching and assessment

How will you be taught?

You will learn how to:

  • Apply theoretical and practical knowledge and understanding of how children learn and develop in classroom settings
  • Manage different patterns of organisation and styles of teaching to best support effective learning and provide equality of opportunity for all children
  • Develop an understanding of Special Educational Needs and Disability through the application of inclusive teaching practices
  • Develop and demonstrate the knowledge, skills and teaching competence which will enable you to observe, plan, teach, organise and assess children’s progress and learning across the full primary range
  • Develop a clear framework for your own professional values and demonstrate a critical and reflective attitude towards your practice
  • Build on your Undergraduate research skills to become a trainee-researcher by undertaking a small scale school based research project in Primary Mathematics

Teaching approach

  • School experience in a range of settings
  • Studying all areas of learning and teaching across all EYFS and Primary National Curriculum subjects
  • Tutor-led workshops, lectures, seminars, fieldwork and guest lectures , primarily to introduce underpinning knowledge, theoretical argument, practical skills, central issues, key texts and inter-professional fields of study
  • Study of key texts and supplementary reading to enable you to identify subject matter that will enhance their understanding and intellectual ability
  • Participation in high level professional discussion, peer presentations and debate, to encourage you to actively engage with and critically challenge the field
  • Directed studies, Professional Enquiry Tasks, case studies and problem solving tasks provide opportunities to develop approaches that will deepen levels of understanding and professional judgement; development of practice-based competence and skills of critical reflection through guided individual mentoring during placements
  • One-to-one academic and personal tutorial support including access to our first class Firstpoint student services

Assessment

In addition to subject assignments, subject profiles and individual subject assessment tasks, you will engage in a range of assessments during school experience, all of which combine as components towards your final award.

You will be involved in assessing your teaching skills and competence as they develop through the use of a Reflective Portfolio to which you, teachers and tutors contribute.

Throughout your course you will be supported to prepare for your first year of teaching through the Career Entry Profile, as part of your Continuing Professional Development.

Programme specification

For comprehensive details on the aims and intended learning outcomes of the course, and the means by which these are achieved through learning, teaching and assessment, please download the latest programme specification document.

Alison Dunne 4

Alison Dunne

Alison is course leader for the PGCE Primary programme. Alison’s background is in Primary Education. She taught in Birmingham and Solihull schools for 15 years, where she was most fortunate to be able to teach all age groups from Nursery through to year 6.

andrea-holloway

Andrea Holloway

Andrea Holloway is the PGCE Primary Admissions Lead. Andrea taught in a range of primary schools across Dudley and Sandwell, undertaking additional roles as Sandwell Leading Maths Teacher and Dudley Maths Coach, supporting colleagues in developing skills in teaching primary maths.

Andrea is passionate about widening participation and works closely with tutors and colleagues in schools and colleges to provide outreach and information events for aspiring teachers.

Julie Sutton

Prior to joining the University as a sessional lecturer in 2005, Julie worked as a Primary school teacher, where she gained experience of teaching across the whole of the Primary age phase in a range of schools within Worcestershire. She quickly moved into management and held various leadership roles including senior teacher and acting deputy head teacher. In 2012, after several years combining working in schools and University, Julie made the transition to work permanently in HE as a Senior Lecturer in Education.

Her main subject specialism is Music and she has coordinated this subject in each of her teaching schools. She has led many music training sessions in Primary schools, pre-schools and nurseries as well as delivering lectures as part of the ECHO programme. In 1998 she formed her own music group for babies and toddlers and in 2003 the local Primary Inspectorate enrolled her to create a working party specifically to develop resources for Early Years settings. As an active member of the then Worcestershire Music Committee she became the Vocal Force coordinator for the County and led singing workshops in schools and other settings including the University.

Dr Pinky Jain

Pinky is passionate about education, especially the professional development of trainee teachers and the teaching of maths in schools.

Pinky teaches on the BA QTS and PGCE (Primary Mathematics Modules, Professional Studies and Independent Research Modules), is Subject Leader for Primary Mathematics and is Programme Leader for the PGCE Mathematics Specialist Pathway. She is currently supervising 4 Masters research students from the UK and abroad.

Rhys Pritchard

Rhys works in the School of Education and is the Subject lead for Primary Physical Education. He joined the University of Worcester in June 2018.

Rhys entered Higher Education in 2017 working as a lecturer of Physical Education and Sport Pedagogy at Cardiff Metropolitan University. Previously, he taught in a variety of schools in Worcestershire, but also abroad in Dubai and Australia, experiencing both Primary and Secondary PE, but also in the classroom. Away from work, Rhys has a heavy involvement with rugby as both a coach and player.

lorna-williams

Lorna Williams

Lorna is PGCE Early Years (3-7) cohort leaderand the Early Years subject lead, supporting the development of Early Years on all primary initial teacher education at the University of Worcester.

Lorna is module leader for PGCE, School Direct and Undergraduate Primary Design and Technology at the University of Worcester. She also teaches on the PGCE Art, Pedagogy and Professional Practice, Subject Specialism and Research in Early Years as well as the Undergraduate Professional Research in Early Years module.

Kim Harris

Since joining the University of Worcester in 2010 Kim held the role of Graduate Teacher Programme (GTP) Course Leader managing a cohort of GTP trainee for 2 years. Her teaching responsibilities include teaching pedagogy and management on the PGCE Primary degree and teaching postgraduate and undergraduate primary mathematics and music modules.

Sharon Lannie

Sharon Lannie

Sharon is module leader for PGCE English at the University of Worcester and teaches on all the post-graduate, undergraduate and School Direct English modules. She also supports the development of English in primary schools across the Midlands through leading English CPD, including a termly network meeting for primary and middle school English Subject Leaders in the area. Sharon is also the PGCE Later Years Cohort Leader.

Genea Alexander

Genea Alexander

Genea's initial experience of the University of Worcester was as a postgraduate student, where she studied the MA Education. As an experienced teacher, she subsequently secured a sessional lecturing post at the University. For many years, Genea continued to work as a sessional lecturer and primary teacher simultaneously, until she made the move into higher education on a permanent basis, as a Senior Lecturer in Primary Education.

Genea was the Course Leader for Primary PGCE (QTS) until 2017 and she continues to have an active role in initial teacher training. As part of a dedicated team, she has enjoyed teaching on both undergraduate and postgraduate primary education courses in the areas of Music, Languages and Pedagogy and Professional Practice. Genea is a Fellow of the Higher Education Academy and a member of NaPTEC.

Andrew Taylor

Andrew has taught in schools in Gloucestershire for the past 16 years as a class teacher, assistant head and Deputy head teacher. He has led a variety of subjects and curriculum areas over the years including English, Maths, Computing, PE, Teaching and Learning and Assessment.

Andrew has supported NQTs and students as the lead mentor in schools and have really enjoyed being able to support each of them in building their strengths to be the best teachers they can be.

Over his time in schools Andrew has honed his coaching and mentoring skills and he looks forward to using these to support students at the university.

Kate Morley

Kate is a senior lecturer, teaching across the postgraduate and undergraduate modules for English at the University of Worcester. She also works as a school experience and PRISS tutor as part of Primary ITT and teaches on the Professional Studies module. As well as this Kate is a PPP tutor on the PGCE course.

Gill Woods

Gill Woods is the Module Leader for the Pedagogy and Management module, a core element of the PGCE course. She is also the PGCE Placements Manager and is heavily involved in working with the partnership of primary schools.

Gill has previously worked as the Cluster Leader for primary mathematics and the module leader for the PGCE Masters module which combined English, mathematics and science at another university and the primary undergraduate mathematics co-ordinator at the University of Worcester.

deborah-langston

Deborah Langston

Deborah is a Principal Lecturer within the Institute of Education. She is a member of the Primary management team and is also the Primary Partnership Lead which enables her to work closely with school colleagues and the placement team. She has been a module leader for PITE3001 (a third year undergraduate module linked to Values teaching)

Deborah has taught on the PGCE SSR research module where she oversaw students who had chosen SEND as their area of interest. She currently teaches on the third year undergraduate PRiSS research module again overseeing students who are choosing to focus on SEND.

With responsibility for the NQT support team Deborah enjoys close links with former students.

Careers

Where could it take you?

Graduates from the Primary Department at the University of Worcester are extremely employable; employability for the class of 2016/17 was 98%

Upon successful completion of the PGCE course, you take with you a Career Entry Profile to start the process of your continuing professional development as a teacher.

The quality and quantity of the maths teaching we received was a key strength of the course, and was a factor in gaining my first teaching job.

Sandra Johnson

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Costs

How much will it cost?

Full-time tuition fees

UK and EU students

The standard tuition fee for full-time UK and EU students registering in the academic year 2019/20 will be £9,250 per year.

For more details, please visit our course fees page.

International students

The standard tuition fee for full-time international (non-EU) students registering in the academic year 2019/20 will be £13,300 per year.

For more details, please visit our course fees page.

Teacher training funding

You can get help with the costs of teacher training. A student finance package will include a Tuition Fee Loan and a Maintenance Loan. You may also be eligible for extra help if you have children or are disabled.

Most courses are also eligible for a tax-free bursary or scholarship depending on your subject, degree classification or highest academic qualification.

Additional costs

Every course has day-to-day costs for essential books, stationery, printing and photocopying.

Travel costs for placements vary depending on the location of schools and your mode of transport, sometimes these may be reclaimed depending on your individual circumstances.

If you have lived overseas for three months or more in the last five years a Certificate of Good Conduct from the country of residence will be required. More information and guidance on costs are available from the Home Office. You will also be subject to the usual prohibition list and criminal record checks.

The DfE requires all trainee teachers to obtain an Enhanced Disclosure & Barring Service (DBS) check, which you will need to pay for.

Accommodation

Finding the right accommodation is paramount to your university experience, and our welcoming student communities are great places to live and study.

We have over 1,000 rooms across our halls of residence. With rooms to suit every budget and need, from our 'Traditional Hall' at £102 per week to 'En-suite Extra' at £165 per week (2019/20 prices).

For full details visit our accommodation page.

How to apply