Why choose this course?

DCSF Funding

Sir Peter Williams published the Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools in June 2008. A key recommendation was that every primary school should have access to a mathematics specialist teacher by 2019. The Specialist Mathematics Teaching course is a realisation of that recommendation. Higher Education Institutes are working in partnership with Local authorities to deliver a two year Masters level course within LA supported professional development.

The course has been developed with DCSF funding. In early 2009, the DCSF invited tenders from individual HEIs or newly formed consortia to develop and deliver professional development courses for primary school teachers for initially a 3 year period. The Northamptonshire consortium, one of the successful bidders, is composed of The University of Northampton (lead institution), The University of Bedfordshire, Nottingham Trent University, The University of Derby, The University of Hertfordshire and Bishop Gosseteste University College Lincoln. As a consortium it serves the needs of a large number of LAs, including Rutland, Northamptonshire, Lincoln, Derby, Bedfordshire, Leicestershire, Milton Keynes and Nottingham, a geographical region that is only currently served by the newly formed consortium. The course also requires the formation of new and effective partnerships between HEIs and LAs.

National cohesion is provided through the University of Northamptonshires lead institution role and expertise is shared through the collaboration of all of the HEIs in the consortium. Regular development meetings have been held to ensure that the collective expertise of all stakeholders has been capitalised.

Consortium bid / content

The content of the course aligns with the course developed as a consortium, which met the DCSF funding criteria. The bid outlines a framework in 3 parts that will prepare you for making a positive impact on the teaching and learning of mathematics.

• Securing Deep Subject Knowledge of Mathematics:

Taking mathematics subject knowledge beyond instrumental modes of learning, developing a depth and breadth of relational understanding, is a complex process requiring high quality interaction and support.

Strategies to support teachers in developing their depth of subject knowledge will include:

- Engagement in challenging mathematics tasks beyond the teachers own levels of understanding; providing the opportunity to extend their subject knowledge and to make connections to their existing understanding. This will also provide the opportunity to reflect and develop insight into learning

- Exploration of the big ideas in mathematics such as generality, equivalence, conservation and proportionality and how these ideas interconnect areas of the mathematics curriculum

- Exploration and creation of models and images of mathematics and how these develop understanding of mathematics through a geometric form

- Active engagement in the development of mathematical thinking skills through stimulating activities, discussion, self study and reflection. This includes algebraic thinking and its power to generalise and connect mathematics

The development of your mathematical thinking, reasoning and communication; and the ability to make connections within mathematics will take priority across the two years. This change and development in thinking will support and develop the depth required to make a positive and sustainable impact on teaching and learning.

• Developing Understanding of the Links between Deep Mathematical Subject Knowledge and an Effective Pedagogy of Mathematics:

The best teachers combine deep knowledge and understanding of the subject with well informed of how pupils learn mathematics. They are committed to exploiting both to ensure that every learner makes the best progress possible in sustainable ways.

The consortium recognises that subject knowledge and pedagogy are inter-related and the training reflects this through the following strategies:

• Modelling and supporting reflection on good pedagogic practice and engaging teachers in metacognition as they explore and learn mathematics


• Exploration of pedagogy, recognising that teaching and learning is a complex process and requires the ability to apply subject knowledge to recognise and engage with childrens thinking and support them in making connections


• Developing the use of observation, questioning and talk in the classroom to access, assess and interact with childrens thinking. This will be modelled by tutors in the face-to-face training


• Exploration of how grounded theory can be translated into practice. Both local and virtual support networks will provide the forum for discussion and reflection


• Use of action research to deepen understanding of pedagogy. LAs and head teachers will be key stakeholders in providing opportunities for discussion, observation and feedback



• Improving the Ability of Teachers to Work alongside Colleagues:

During the first unit you will be encouraged to examine critically your own classroom practice. In the second, you will consider strategies for working with and supporting individual colleagues and explore the means by which whole school change can be brought about effectively. Throughout, these processes will be supported by face-to-face, distance and blended activities drawing on reflection on school-based tasks.

Activities are premised on the following:

• Acknowledging a need for change: Drawing on the work of Michael Fullan and his colleagues (2001, 2008) you will develop an understanding of how to improve your own and others practice. Change necessitates acknowledging the need to change and this will be considered at both the institutional and the individual level. To achieve this schools will be encouraged to compare current and past practice with that of other schools and current orthodoxy. A professional learning log will be gathered by you, logging focused tasks, presentations and reflective commentary.


• Support and development through sustainable network meetings: building on work drawn from educational research - such as the Assessment Reform Group (2002) and more recent mathematics educational research (Swan, 2007, NCETM, 2008, RECME, 2009), you will be encouraged to identify a focus for individual professional development, leading, firstly, to partnered work with a colleague in the same school and then at the school level. To develop a sustainable network Motivational power (Fullan, 2008), a pre-requisite to change, will be investigated through the use of e-learning (discussion groups, blogs etc) on the dedicated website areas, together with group face-to-face discussion forums where the teachers take turns in chairing and choosing the discussion focus.


• A self development culture: individual schools need individual strategies, whose quality rely on strategic leadership skills brought about through the collaborative development of a culture of professional growth (Hammersley-Fletcher, 2008). All of the above are thought to contribute to this objective. (Adapted from the DCSF consortium bid, Appendix 2, April 2009).

Williams Mathematics Specialism VLE

Teachers, tutors and LAs will have access to the Williams Mathematics Specialism VLE as set up by the consortium. This VLE will provide teachers with support, be a vehicle for shared communication through peer support groups and enable distance learning opportunities. It will be a requirement of the training that teachers engage in online discussion to reflect and feedback on set tasks and access online diagnostic assessment material. Other materials such as research, readings, web links, practical teaching ideas and resources will provide valuable support for professional development.

Further Information

PCSPMABP

Assessment

You are required to submit two assessments for each unit of study. Clear details of the core learning outcomes, assessment criteria and M-Level criteria are identified in the Course Handbook. Assessments in unit 2 build on those in unit 1. Each unit will explore key aspects of the teaching of mathematical theory. Unit 2 will also support you to build on your skills and knowledge by leading a whole school development project. The course provides you with a carefully planned and coherent sequence of learning opportunities that facilitates your development via diagnostic, formative and summative assessments, and contribution to an on-going Professional Learning Log*. The specific focus of each assessment will be negotiated with your unit tutor to ensure that the assessment meets your personal and professional needs and appropriate to your chosen focus and unit.

Unit 1 Subject and pedagogical knowledge in the teaching of number, calculation, measures and data handling

Assessment 1 (2,000 words)

Exploration and reflection on own learning in mathematics and application to pupils' learning

Assessment 2 (3,000 words)

Small scale practitioner research project

Unit 2 Subject and pedagogical knowledge in the teaching of algebra and geometry

Assessment 1 (1,500 words)

Exploration of the meaning of the term 'depth of subject knowledge' and its impact on pedagogy

Assessment 2 (3,500 words)

Lead and research a collaborative whole school development project to improve the teaching and learning of mathematics

• M-Level Assessments

At this level the expectations in terms of the quality of work you produce are high and you will need to take active control of your learning. At Masters Level the expectation is that you are an independent and confident learner. You will undertake assessments that are challenging and require mature argument, sustained research, and fluent, cogent presentation. You will be required in your assessments to draw upon an extensive range of literature to demonstrate a deep theoretical understanding. You may have joined the course having progressed from a PGCE with M-Level credits and therefore will be familiar with M-Level study.

Assessments at Masters Level require a depth of intellectual understanding to meet the unit learning outcomes. There is an emphasis on the capacity to engage in reflective practice, synthesis, comparison,

contrast and to critically evaluate theoretical and methodological concepts. The assessments are designed to test understanding of theoretical concepts through their application to a given context.

• Assessments are designed to test the ability to construct a reasoned, sustained and coherent argument, and to articulate it fluently. You are required to demonstrate an appropriate level of research, develop independent argument, and to reference accurately. Assessments will also provide evidence of knowledge and understanding; allow you the opportunity to express your individual responses to a topic or issue, and to demonstrate research into a given topic

Through the unit assessments you will practise and reinforce skills in information technology and information retrieval, data handling, together with Key Skills and skills associated with conventional academic tasks.

Assessment Requirements and Regulations

Unit assessment is based on specified learning outcomes and assessment criteria. The assessment must be passed for you to complete the unit. The unit templates state clearly the aims, objectives and learning outcomes of the unit, and delineate the criteria of assessment for each outcome. The unit assessment feedback forms refer back to these criteria and offer detailed comment to you on the assessment piece. Some units invite formative peer assessment as part of the process.

• All units must be passed (credited) at the appropriate level to achieve the qualification


• Units are assessed by the production of evidence to meet the unit outcomes specified for the Level of award for which you are enrolled, and meeting the appropriate level criteria as specified in the Course Handbook


• All unit learning outcomes and assessment criteria must be met for a unit to be credited


• You must submit for a unit within one year of starting it. Any deferral request must be submitted within that year to the Course Board (Assessment) after the conclusion of teaching for the unit. Any deferral is subject to UoB regulations.


• The assessments are graded, in line with the UoB Postgraduate Assessment Regulations


• You must complete a pass grade for unit 1 assessments before progressing to unit 2


• For more details of the assessment regulations see University of Bedfordshire

Postgraduate Assessment Regulations.

Appropriateness and equivalence of assessment:

• You are assessed at a level appropriate to your level of study, and safeguards are in place to ensure that you are neither over nor under-assessed on particular units. Assessment submission dates are staged through the two years of the course


• Each student is required to keep a Professional Learning Log as described in the progress files section on page 25. Whilst this is formative and carries no mark or weighting, it is an essential part of the professional component of the course and must be completed in order to be accredited as a `maths specialist by the DCSF

Course Learning Outcomes

The agreed consortium outcomes for the 2 taught units are that on completion of the course, participants will be able to:

1. Apply mathematics subject knowledge of number, calculation, measures and data handling through exploration and critical analysis of significant connective mathematical structures.

2. Critically reflect on own learning to deepen understanding of how pupils develop understanding of mathematics, particularly in terms of key structures in number, calculation, measures and data handling.

3. Critically analyse and synthesise different approaches to delivery of the mathematics curriculum within the number, calculation, measures and data handling curriculum.

4. Apply professional collaborative and leadership skills using a peer coaching approach to improve assessment practices and the learning and teaching of mathematics.

5. Critique mathematics subject knowledge of algebra and geometry through exploration and critical analysis of significant connective mathematical structures.

6. Critically reflect on how pupils develop understanding of mathematics, through critical analysis of their own learning of and that of pupils, particularly in terms of key structures in algebra and geometry.

7. Critically analyse and synthesise different approaches to delivery of the mathematics within the algebra and geometry curriculum.

8. Develop coaching, mentoring and school leadership skills.

9. Develop a critical awareness of the relevance of specific educational issues examined from specific educational issues examined from specific perspectives within the broarder fied of Education.

10. Understand and apply specialised skills and techniques relevant to research or advanced scholarship in an area of professional or personal activity.

11. Develop a critical awareness of the links between the various disciplines which contribute to the broarder educational perspective.

12. Draw implications of new evidence or concepts for current or intended practice in relation to personal, local, regional, national or international contexts.

External Benchmarking

In addition to meeting the DCSF requirements for regional consistency and coherency (see Distinctive Features of the Course section) the course also needs to meet the QAA subject benchmarking for M-level courses. The assessment criteria for the degree address the QAA descriptors of the attributes of a graduate at Masters level. Thus, the Post Graduate Certificate in Specialist Mathematics Teaching will be awarded to students who have demonstrated:

• a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice


• comprehensive understanding of techniques applicable to their own research or advanced scholarship


• originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline


• conceptual understanding that enables the student:


• to evaluate critically current research and advanced scholarship in the discipline; and


• to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses


• the ability to:


• deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences


• demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level


• continue to advance their knowledge and understanding, and to develop new skills to a high level


• learn independently

Educational Aims

This course aims to provide a coherent and personalised framework for your professional learning and career development by integrating demonstration of relevant mathematical pedagogy for teachers with Masters Level requirements. The course is focused on supporting you in developing your practice to enable all children and young people to reach their potential.

Aims:

• To provide a coherent, personalised, progressive and portable experience for professional learning and career development for those teaching mathematics


• To develop mathematical teaching practice to enable all children and young people to reach their potential


• To develop the ability to demonstrate professional standards and skills at Masters Level in critical reflection and systematic enquiry to enable critical engagement and evaluation of practice, using the research, literature and policy frameworks for pedagogical practice, curriculum development, collaborative working and leadership to improve the learning and teaching of mathematics


• To build on the professional experience of teachers and develop Masters Level Enquiry Skills through practitioner research activity that investigates practice in mathematics teaching and the impact of practice on children and young peoples outcomes


• To provide learning opportunities to address individual professional needs and develop Masters Level skills of enquiry and facilitate critical engagement with the evidence base


• To develop critical thinking and questioning of existing practice, policy and sources of evidence through engagement with five key themes: mathematical thinking; proportionality; pattern; generality; representation


• To enable the further development of practice within a specialist development project to improve the teaching and learning of mathematics


• To develop the confidence and ability to contribute to collaborative learning in the workplace, the local setting and in the wider professional community in relation to specialist mathematics teaching

Student support

During the course you will be supported by a range of university tutors involved in the delivery of the course. This includes unit tutors, unit leaders and the course leader, who will be your personal tutor.

On the course considerable emphasis is placed on our academic advisory and tutorial support systems, which we encourage you to use. Your personal tutor will offer support in addition to your unit tutors. If you have any doubts about your ability to cope academically or personally with your studies we encourage you to discuss this with your personal tutor.

University of Bedfordshire Facilities and Resources:

You have access to a range of support services during your course. Information regarding these services will be given during an Induction Day at the start of the course, at the Bedford Campus. Induction Days will provide a full induction to the course. The day will cover:

• Registration events


• Study skills at Masters Level


• Library induction


• BREO induction, including advice on how BREO will be used to support blended learning


• Academic referencing


• Introduction to the course

You will also be supported through:

• Specific and detailed formative feedback on an assessment by assessment basis to enable you to develop the quality of your work


• The course VLE, BREO, which supports discussion of the study day and unit session material with peers outside of the classroom. Academic support is also available via BREO in the form of online tutorials

Specialist support:

• Professional counselling staff in the Student Centre


• The Universitys Centre for Personal and Career Development


• The Changing Course guide

Assessment Feedback from Unit Leaders:

You will receive a detailed Course Handbook which will clearly identify assessment tasks and marking criteria. Feedback from each assignment will include advice on areas of strength and development. You will be encouraged to reflect upon personal progress and feedback and, through discussion with your personal tutor identify personal targets to take your learning forward.

Course Tutorials:

The course tutorial system will play a key role in providing appropriate academic support in order to enhance learning, progression and achievement. You will have tutorial time for each unit of study. The amount of time allocated is two hours for each 30 credit unit. You will be encouraged to discuss feedback regarding assessed pieces of work. Guidance on research methods and academic writing are integral to all phases of the course to develop students research skills and competencies.

Academic advice:

The Student Services offers confidential advice to all students registered at the University who are experiencing difficulties with their studies.

PAD:

The Professional and Academic Development Team (PAD) offers a diverse selection of services to all students. Whether you are struggling with certain aspects of your studies, or simply wish to develop and explore certain skills further, the PAD team is there to offer you a helping hand.

Student Voice:

There will be student representatives for each unit and they will be invited to Staff Student Consultative Committee meetings which provide the platform for student voice and open dialogue, thus allowing for a two-way communication channel with members of the course team.

Learning Resources:

Learning Resources offers a range of services aimed at supporting you whilst at University. These include the traditional library services borrowing, reserving and renewing books, DVDs and other library materials; as well as providing access to networked computers with a wide range of software including MS Office, internet, e-mail, and digital information products. There is also a range of on-line support materials and two designated Academic Liaison Librarians who can support you with information literacy training. These services are restricted to members of the university therefore to access any of them students need to present their current University ID card.

Network meetings held jointly by the LEA and HEI:

Following the taught sessions you will also receive support through RPGs (reflective practice groups) led by a suitably qualified member of your local authority. These are described as `Network meetings. This is a requirement of the DCSF and serves to develop your teaching expertise from both a theoretical and practice based perspective.

Team working

The specific content of many of the units require you to work collaboratively to achieve desired outcomes within your own professional context(s). Within taught sessions there is a shared responsibility for the success of the learning, where all students are expected to play a full part in the interactive elements of the learning experience. Throughout the course you will be expected to work collaboratively with peers. The Study Days/workshops will involve group discussions and learners working together.

BREO will be used extensively to discuss issues raised within the class. All units will have BREO discussion boards set up where you are given unit tasks to complete, including on-line seminars. This will support communication with your tutor and other students to discuss issues and to further extend the field of your research.

Small group discussions with plenary sessions, small group oral presentations and formatively assessed small group investigations develop these skills. You will spend part of most teaching sessions working in a range of varying small groups or pairs, sharing ideas, researching information.

Career Management Skills

All assignments require you to clarify your strengths and aspirations for career development and demonstrate your potential.

The curriculum is a link between professional and theoretical strands rather than being purely academic and hence, university tutors will stress the application and evaluation as it relates to your school context.

You are able to access the Centre for Personal and Career Development [CPCD] where My Future (CMS online) and other self assessment tools will be signposted. Tutors will introduce the service at appropriate points in the course.

Career/Further study opportunities

Progression Routes

This award provides a clear progression route after completion of your Initial Teacher Education (ITE) course. It is particularly suited to those who are, or are aspiring to be, a mathematics subject leader.

The course is nationally approved and funded by the DCSF. The course is intended to develop you and the schools/educational institutions of which you are a part, to create a discernable difference in the quality of teaching and learning in schools.

Further study:

This course may be used as the basis for further study such as progression onto the MA in Education and ultimately doctoral level (PhD and EdD) courses.

As part of UoB support, you will have access to the Centre for Personal and Careers Development service in Bedford as well as an on-line provision throughout your course of study.

Entry

For you to be eligible for entry to this course you need to meet the following generic requirements:

• A good Honours degree or degree equivalent and/or substantial experience in an appropriate educational or related field


• Qualified Teacher Status (QTS)


• Currently working within a school context

Entry criteria for DCSF funded participants (in addition to those listed above):

• You must be currently working within a primary school context


• Schools selected to participate in the course should, where possible be representative of the range of high, middle and lower performing schools in the LA


• Selection criteria below identify the criteria outlined in the successful DCSF tender and are a requirement if candidates are to demonstrate that they have successfully fulfilled the MaST (Mathematics Specialist Training) professional component of the course

Selecting the schools:

The schools selected to participate in the course will demonstrate that the school leadership:

• Has a clear and strong commitment to improving the quality of learning and teaching of mathematics


• Gives priority in their improvement plan to the strengthening of mathematics provision and the raising of attainment across the school


• Recognises that the MaST course is a school improvement activity with a focus on mathematics and is prepared to allocate resources to carry out improvements in mathematic over the two-year period their teacher is engaged in the MaST course


• Is committed to the introduction of a Mathematics Specialist teacher in its school and understands that this represents a long-term commitment


• Will release the Mathematics Specialist teacher to attend the 6 half-termly extended afternoon meetings during each year of the course and to undertake in school professional development activities as set out in the course


• Will provide support for the Mathematics Specialist teacher to engage in collaborative classroom-based CPD in the school

Selecting the Mathematics Specialist Teachers:

Following the agreement by the schools leadership team that they will participate and are prepared to be fully committed to the MaST course, the head teacher will be invited to nominate a teacher who has the potential to become a Mathematics Specialist teacher.

The criteria for selection are discussed with the head teacher to ensure that the teacher has and can demonstrate the confidences and competences listed above.

The teachers selected to participate in the course should be primary teachers who have a good range of classroom teaching skills, and who have demonstrated these when teaching mathematics. It is expected that they have taught two or more year groups. They are not expected to be `experts in mathematics but have a sound knowledge of mathematics within the primary curriculum. They are interested in learning more about mathematics in the primary curriculum and in extending their pedagogic knowledge. They have had some experience of working collaboratively with teaching colleagues in their school on professional development activity or have provided in-service support to staff.

A teacher selected to participate in the Course will be prepared to participate in the full course and undertake professional development tasks that will involve them in a range of in-school and out-of-school tasks. They will maintain a professional learning log. The teacher recognises that by participating in the course they will:

• Develop a deeper knowledge and understanding of the mathematics needed to plan for progression and to teach mathematics well to primary school children


• Extend their repertoire of teaching and assessment practices in mathematics that can be applied across the primary curriculum


• Work alongside teaching colleagues to promote collaborative classroom-based professional learning in mathematics

In addition, the selected teacher will have a good working relationship with the schools leadership team and be committed to developing the knowledge, skills and understanding needed to become a Mathematics Specialist teacher. Through the support of the leadership team the teacher should be well placed to engage in professional learning activity that supports improvement in the teaching and learning of mathematics in their school.

To participate in the Course, the schools senior leadership team should be able to affirm that the teacher has the experience, skills and enthusiasm needed to benefit from the course. The teachers selected to participate in the course will demonstrate that they:

• Have a good range of classroom teaching skills when teaching mathematics


• Have taught mathematics to primary school children in two or more year groups


• Meet at least the minimum mathematics qualifications required, be a full-time qualified teacher in a primary school and be able to identify strengths and gaps in their knowledge of mathematics within the primary curriculum


• Have worked alongside teaching colleagues as part of a professional development activity, or engaged in some aspect of in-service provision or support to staff


• Be enthusiastic about and committed to developing the knowledge, skills and understanding needed to become a Mathematics Specialist teacher


• Be well placed to lead improvements in the teaching and learning of mathematics in their school and have a good working relationship with the schools leadership team


• Be prepared to undertake personal, extended professional learning activities, maintain a Professional Learning Log and undertake professional development tasks that will involve them carrying out in-school support to colleagues


• Are prepared and able to attend the 6 local half-day extended meeting and the five HEI led days

Credit Transfer:

The consortium has agreed that the course will have no APL provision on entry. Students completing this Post Graduate Certificate will be able to progress to the existing MA Education course, through the APA application procedures.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

Most of those engaged in the course will be experienced teachers who have engaged in initial teacher training and subsequent professional development. Many will have considerable expertise in the teaching and learning of mathematics within the primary school setting. The course seeks to move teachers to a higher level of expertise and open their eyes to new and exciting opportunities both in their own teaching and whole school development. This represents a significant challenge.

The teaching and learning strategy recognises the increasingly diverse nature of the staff who are working in educational contexts. As this is a part-time Post Graduate Certificate course, designed for those working full time in schools, each unit comprises a mix of taught sessions/workshops and blended learning. Each unit will be `taught through a 2 day residential event, a series of lectures and workshops around key topics, and 5 subsequent afternoon/twilight unit sessions, all supported by guided reading and activities. This approach follows that of the MA Education course, which has proved successful in supporting part-time study.

The unit sessions will be offered on campus but may also be offered elsewhere, in schools, provided that there is sufficient demand. In certain areas input will also be obtained from specialist practitioners.

• The course represents a total of 600 hours of study. A large part of your study will be work-based, online and self directed study. This will require you to become familiar with the use of the university VLE and will support you in developing your e-learning knowledge and skills. Independent learning is a key component of this course. You are encouraged to take the initiative and responsibility in managing your learning, identifying problems and resolving them. The teaching and learning strategy for the units emphasises and supports the concept of teachers as critical reflective practitioners and researchers. The suggested teaching and learning strategies outlined offer a blended approach designed to alter professional practice through a deep theoretical engagement with current theories and techniques.

Residential (2 days)

The residential component of the course will cover the `5 big ideas. In principle, these are the general ideas that need to be developed in order for children to see the connectivity of the majority of mathematical concepts. They enable children to change their perspectives in order to achieve mastery of mathematics. These ideas will then be further explored through the unit sessions and network meetings. It is well documented through research (Askew et al 1999) that the most effective teachers are those who make connections in mathematics and enable their pupils to reason and make connections. Our hypothesis is that by looking at the bigger picture in mathematics through the big ideas that span and connect the mathematics curriculum you will develop insights into the ability to see and make connections. Through the mathematical content of the course, there will be a development of five key themes. They are:

• Mathematical thinking- this will encompass what it means to learn mathematics and be a mathematician, to reason and think in mathematical ways and to apply understanding and skills in solving problems.


• Proportionality- proportional relationships span and are present in almost every area of the mathematics curriculum. Recognising their existence as linked ideas can be very supportive in making connections across the curriculum.


• Pattern- the whole of the mathematics curriculum could be summed up in this one word. Mathematics would not exist if it were not for pattern and the structure and relationships that it creates.


• Generality relationships and structures in mathematics can be generalised and thus connected, in particular this is what algebra does, which makes it a powerful problem solving tool. Although formal algebra is not taught within the primary curriculum, the development of algebraic thinking is central to sustained progression and success in the subject.


• Representation- mathematics is an abstract subject that can be represented in a multitude of different ways with some representations having more than one legitimate interpretation. Communicating mathematics through representations is challenging for both the teacher and the learner; but can develop significant insight into the subject.

Pedagogies

Threaded through the above big ideas will be 8 `key pedagogies, which will be constantly referred to, modelled, developed and applied. They are;

• Prompting childrens thinking through questions:

What do you notice?

What is the same and whats different?

• Enabling learning through:

Drawing attention to

Developing reasoning and making connections

• Providing opportunities for children to:

Manipulate, experience, see (mathematics)

Engage in talk (listen, analyse and discuss)

• Developing childrens thinking through:

Investigation

Scaffolding

Childrens natural abilities

There is recognition that children have natural abilities which if identified and harnessed can be significantly powerful in their learning of mathematics. These are:

• Imagining and Expressing


• Specialising and Generalising


• Conjecturing and Convincing


• Organising and Classifying

These are predispositions within many children that are typically natural tendencies which can developed.

(this is based on the work and research of John Mason, Emeritus Professor of Mathematics Education at the Open University)

Unit sessions lectures, workshops and group work

• Course delivery and your learning are carefully integrated to provide a balance of tutor input and student centred learning appropriate to this level of study. The taught unit sessions use a variety of learning approaches, including seminar sessions, small group work, practical and theoretical exercises, role-play and student presentations and the occasional formal lecture. Key tutor led strategies include: lectures, seminars, tutorials, and research supervision. Student independent learning strategies include preparation and research for on-line seminars, oral presentations (group and individual), written assessment and collaborative learning.

The sessions provide a strong grounding in developing key concepts outlined during the residential event in order to provide a frame of reference for the unit and to provide a sufficient grounding to support independent learning. Workshops are discursive, highlighting debates, controversies or issues which you can pursue further through on-line learning, tutorials and independent study. Workshops support collaborative learning, a key feature of the course. The sessions promote learning within the group and through peer discussion you will be supported in reflecting on and analysing your practice. Attendance at unit sessions is a fundamental part of your learning process.

The course requires you to draw upon complex material and engage with texts appropriate to the challenge of Masters Level work (for example, articles from peer reviewed journals) and meet the QAA descriptors of the attributes of a graduate at Masters Level. All units will utilise the course VLE, as appropriate, as part of the teaching strategies to enhance your learning. In addition you will be supported by your university tutors.

You will be expected to undertake specific work between unit sessions to extend your learning. You will be encouraged to draw on your own teaching experience and educational context and where relevant to present for discussion material you have prepared.

On-line learning and BREO

The Education Masters `Organisation on the university VLE (BREO) is used extensively on the MA Education course. The PG Mathematics Teaching site will be added to this `organisation. If you have completed a UoB ITE course you will be familiar with the site. If you are a student new to the university you will require an additional VLE induction. The Education Masters `Organisation provides you with access to resources from all of the Education Masters awards and therefore is an extensive resource to support you. The site will provide you with:

• directed mathematical tasks;


• pedagogic research;


• engagement with online materials;


• engagement in online discussion and debate regarding theoretical perspectives and research.

Tutorial Support

Assessment for Learning recognises the importance of a diversity of formative assessments to develop competencies and confidence towards the summative assessments. You unit tutor will meet with you on an individual basis to discuss your professional learning log, progression with assessments and following the release of assessment feedback to discuss any issues arising from overall performance, and to facilitate progression and overall success.

Evaluation of teaching strategy

The face-to-face teaching embodies the best practice in this kind of adult education, and in addition to formal evaluation and review procedures at the conclusion of each unit, tutors encourage you to reflect on the teaching methods being employed and their effectiveness.

Attendance and punctuality requirements

You will need to agree any absences from the taught elements of the course with your unit tutor. As the course is taught through blended learning the attendance requirements at the Induction Days, residential event and unit sessions are essential elements of supporting your M-Level study. Any missed days are likely to result in reduced understanding.

Network tutor meetings

In addition to the university support you will receive 5 `follow-up network meetings (one after each unit session) that are reflective in nature. These are planned by UoB and delivered to act as support for the material covered in the taught UoB sessions. The LA will be present for the network meetings to act as support for you within schools and to enable a consistency of approach.

Professional, Statutory and Regulatory Body Accreditation

DCSF

Students with disabilities

The course is wholly inclusive and welcomes students with disabilities. During the application process disabled students are invited to the university to discuss their needs with the course leader, individual members of the academic staff, as well as staff from the Disability Advice Team. The course should not present any barriers to students with disabilities that cannot be overcome using the universitys policy on support for students with disabilities. All applications identifying disabilities are followed up by letter or at interview to establish the level and type of support required.

The Disability Advice Team will discuss any issues you may have and can provide such services as: sign language interpreters, note takers, dyslexia screening/tuition, support materials for students with dyslexia and / or dyscalculia, and support with mobility on campus. The team offers confidential advice and information about academic and personal issues, special arrangements / adjustments for some assessments / examinations, applying for the Disabled Students' Allowances (DSA) and buying suitable equipment.

Skills Development

Communication:

You will develop a range of communication skills during the course. You will need to have a well developed ability to organise and articulate opinions and arguments in speech and writing in a diverse range of relevant contexts showing confident use of specialist vocabulary. Opportunities for this include written essay work, student presentations and tutorials. In written work, you will be helped to develop an appropriate academic style which is analytical. You will have the opportunity to work in groups via BREO.

You will be guided on how to present a proposal for practitioner enquiry and the outcomes of the task, in a manner appropriate to the intended audience(s) and evaluate own overall performance. In particular:

synthesise information from relevant sources and select effective ways of structuring this information, including use of images to clearly illustrate complex points;

show assured, accurate and fluent use of language in presenting information, sustaining the interest of others and responding perceptively to their contributions; and evaluate own overall approach to the task and the effectiveness of own application of skills, establishing ways of enhancing those skills in the future.

You will be encouraged and supported to participate constructively in group discussions, demonstrating your ability to critically reflect upon your own experience, with reference to research, theory and national frameworks and the views and ideas presented by others.

Written:

You will receive detailed feedback on all aspects of assessments. Areas of good practice and areas for development will be identified; advice will be given on the improvement of the assessment. All units develop written communication skills and you will require the ability to produce concise assessments in order to develop and maintain argument and focus using demanding material.

Spoken:

Level related assessment criteria enable and require you to practise and develop more demanding oral communication and presentation skills at Masters Level. Small group discussions, plenary sessions and class-based workshops will also enable you to practise and develop your oral communication skills and to engage in stimulating discussions, to respond to questions and to persuasively defend viewpoints on controversial issues through debate.

Information Literacy:

You will be expected to use a range of skills in this area. You will need to access a wide variety of literature sources and be able to apply theory to practice within assessment submissions. You will use appropriate relevant ICT software to produce documents, presentations and data analysis. In producing assessments for all units you will practice and develop information literacy skills.

In developing information literacy you will be helped to:

• Find relevant sources of reliable empirical findings and theoretical models and conceptual frameworks;


• Employ appropriate analytical and evaluative frameworks;


• Use effective communication and presentation formats.

The course VLE will be used extensively and you will be able to access a range of support materials via the VLE and contribute regularly to on-line seminars and discussion groups to communicate with students and staff.

You will attend a session during the Induction Day, which covers information literacy strategies.

Research and Evaluation:

You will be trained in best use of library facilities and search systems. You will be given a range of extracts from texts to discuss in sessions and on-line. You will be issued with a reading list to support the course and each unit and advice on how to reference your reading. Discussion in class will help you identify appropriate reading topics and texts and ways to evaluate your activities. Your assessments will require you to include reference to appropriate reading.

You will critically examine educational research methods throughout the course, with a focus on practitioner enquiry that enables you to research the impact of your own practice. You will undertake school-based research and critically evaluate your findings in light of current research and literature, producing assessments that require you to display independence in all aspects of the research process.

To help with the development of research skills this you will be guided in the use of effective educational research methodology. In particular:

• Choice of paradigms, approaches and methodologies


• Appropriateness of various analytical and evaluative frameworks


• Effective communication and presentation formats

Creativity and Critical Thinking:

To develop this you will be given a range of research texts to analyse, to develop your critical skills. Theoretical concepts will be explored and evaluated and the school-based research undertaken will give you the opportunity to further develop these skills. All assessments require critical thinking and creativity as do many of the learning strategies.

To develop these skills you will:

• Examine the nature and limitations of a range of theories and evaluate their appropriateness in responding to a range of issues and topical questions concerning learning and teaching


• Practise applying those theories to practice


• Examine the progressiveness of policy responses to the education sector


• Be required to move beyond criticism of national frameworks, policy and practice to develop your own position on controversial issues related to education

You will be expected, through an on-going Professional Learning Log, including a needs analysis, to identify key contextual applications. In particular:

• Identification of key influential factors and research questions


• Conclusions for the outcomes of your research


• Recommendations for action or further study

Improving learning and performance

You will be supported throughout the process by your unit tutor. They will provide academic support to you and advise you on all issues relating to your progress on the course. You will be encouraged to relate the theoretical base to your own context and also to develop your analytical and evaluative skills. Feedback will be developmental in nature and you will be encouraged to develop practice based on this feedback. You will receive detailed written feedback on all of your assessments. Unit leaders will clarify advice, guidance and comment if you require. Your unit tutor will periodically review your progress in the light of feedback and agree plans for improving your performance. Using the VLE and some class contact time your tutors will identify areas for improvement for the year group as a whole following the marking of assessments.

You will be encouraged to take control of your own learning and read widely around the subject, with reference to the unit recommended readings. The structure of the course helps to facilitate this with university tutors taking the lead during unit sessions and then you taking control of your own learning during the remainder of the block of time allocated to the topic.

The foundations for this responsibility for your own learning are laid during the course Induction Day. Introductory workshops on personal and academic development encourage you to reflect upon your learning experiences, abilities and aptitudes and to be systematic in doing so. Having begun to identify areas for personal improvement you are made aware of courses and contacts for further developing your skills and abilities.

BREO provides you with information on essay writing and guidance on academic writing e.g. referencing, plagiarism, structuring an essay. This guidance is reinforced by all members of the course team as they teach their units. It should underpin your reflection upon your learning experiences.

At Masters Level study you will be expected to take responsibility for your own learning. The process of systematic self-reflection upon your performance and related developmental needs is crucial to this. Your tutors will encourage you to take responsibility for your own learning.

Progress files

During the course you will keep a Professional Learning Log.

A requirement of the Specialist Mathematics Teaching course is that a professional learning log is maintained by you. The purpose of this is to:

• Keep a record of your learning


• Identify your own needs and areas for development in relation to subject knowledge, pedagogy and coaching and mentoring skills


• Analyse and reflect on your learning


• Analyse your own practice and its development through the duration of the course


• Reflect and analyse the teaching and learning of mathematics within your school and your role in supporting its development.

A suggested structure for your log is to divide it into 4 sections:

Section 1 HEI and Network session notes.

This will include a record of key points and activities which you took part in. It should include your personal reflection and analysis, for example:

• What did you learn, was there anything that surprised you or made you look at it in a new light; did you make any new connections


• Are there any points for development in terms of your own subject knowledge or pedagogy?


• What, in particular will you take back and apply to your own practice?


• Which points are particularly relevant to your own school?

Section 2 Teaching Diary

This will be used to record and reflect on significant incidents in your own teaching, or that of others in your school. In particular you are expected to reflect on the key themes within the course, including the 5 big ideas and the 8 pedagogies.

Section 3 Directed tasks

This will include activities and notes on reading. It should also include evidence of additional self study, particularly the development of your own subject knowledge, journal articles you have accessed and particular websites or other resources that you have found useful. Critical analysis of resources and learning should be included. You may wish to sub-divide this section.

Section 4 Professional impact

• This section should record the development of your coaching and mentoring skills

Your course leader will guide you through the initial stages of preparing your professional learning log, which starts at induction and is reviewed at key points throughout the course.

Professional standards

As all students on this course will be qualified teachers it is to these standards the course will adhere. These standards are discussed throughout the course see table below for further detail of the relevant professional standards.

Core professional standards for teachers mapped against the Primary Mathematics Specialist Course

• Learning: definitions, theories of learning, learning skills


• Teaching: definitions, theories of teaching, pedagogies, teaching skills (C10)


• National Strategies (C16)


• Craft of teaching (C29, 30)


• Range of teaching and learning strategies, including pedagogies of personalisation and intervention (C10)


• Specific approaches to personalisation of teaching and learning (C19)


• Processes for gathering, recording and interpreting data and evidence on attainment for use themselves and by other teachers and children/young people (including those with SEN and disability) to determine where they are in their learning, where they need to go next, and how best to get there, with Assessing Pupils' Progress (APP) materials at the heart of these processes (C13, 14)


• Diagnosis of children's and young people's needs (C31)


• Use of AfL as the basis for deploying appropriate and personalised teaching and learning (C19)


• Strategies, including targeted intervention for those not achieving national benchmarks and support for G&T learners (C34)


• Formative and summative assessments; teacher questioning; marking; assessment of skills, as well as of knowledge and understanding; repertoire of assessment methods and ways of recording evidence of attainment; peer and self-assessment (C12, 12,14)


• Qualitative and quantitative evidence of attainment; statistical significance (C11,13,14)


• Baseline data and measures of progress ; use of assessment data for setting personalised targets (C14)


• Use of assessment data to evaluate the effectiveness of teaching (C7, 34)


• Strategies for overcoming potential barriers to learning and assessment for individuals and groups of children and young people(C29d,29e)


• Breadth and depth of content subject knowledge, in terms of the body of knowledge and skills in the subject, together with pedagogical subject knowledge, namely the ways in which the teacher breaks down and communicates this knowledge and skills to make them accessible to all children/young people of different ages and abilities, including those with SEN and disability (C15, 17)


• Pupils' common misconceptions in the subject and how to address them (C29c)


• Assessment in the subject - and tailoring and personalising teaching and learning appropriately to take account of formative assessment (C29b, 31)


• Links between subjects (C37a)


• What is planned to be taught to enable all children/young people to maximize their learning sum total


• Barriers to learning; learners' motivation (C25)


• Theories of learning and development, and their application in teaching (C10)


• Understand the factors that affect development and achievement of children/young people with SEN and disability, G&T etc (C18)


• Developing independent learners (C33, 38b, 39)


• Relationship between behaviour and learning (C38b)


• Leading and managing teams


• Leading and managing change