Introductory description

Blended model of distance learning, workshops and seminars within the university and at school-based “Subject Hubs of Excellence”. Equivalent to 60 hours.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The Secondary PGCE Subject Studies module has been developed to support the professional
practice of students, as undertaken in their school setting, as they work towards meeting the
Teachers’ Standards. It is designed to heighten students’ awareness of the pedagogy of their
subject area and enable them to adopt a range of approaches and strategies to ensure that their
teaching is sufficiently diverse to challenge or support as appropriate. It is also designed to ensure
that students have a broad understanding of issues in their subject(s), beyond those they may
encounter in their school setting. This will enable them to combine theory with practice and
systematically evaluate and reflect on action taken, thus ensuring that students (trainee teachers)
emerge from their PGCE as effective, competent and professionally aware educators in their
subject area.

Learning outcomes

By the end of the module, students should be able to:

• LO1 Show understanding of recent and current developments in teaching and learning in Mathematics.
• LO2 Identify and critically evaluate the key principles underpinning leading edge approaches, methods and debates in the teaching and learning of Mathematics.
• LO3 Actively engage with and critically analyse current theories and practices in teaching Mathematics.
• LO4 Explore a range of relevant educational themes within the context of teaching Mathematics, including: inter- cultural awareness and cultural entitlement.
• LO5 Demonstrate the acquisition of and critical engagement with practical classroom skills.
• LO6 Critically reflect on the knowledge and appropriate pedagogic skills and knowledge needed for a rigorous and innovative approach to teaching Mathematics.

Indicative reading list

The reading list held by the University Library (via Tallis Aspire) will be kept up to date in
accordance with developments in the subject area.

Boaler, J. (2009) The Elephant in the Classroom: Helping children learn and love maths, London:
Souvenir Press.

Foster, C. (2013). The Essential Guide to Secondary Mathematics: Successful and enjoyable
teaching and learning. Abingdon: Routledge.

French, D. (2002) Teaching and Learning Algebra, London: Continuum

Graham, A. (2006), Developing Thinking in Statistics, London: Paul Chapman Publishing

Johnston-Wilder, S., Johnston-Wilder, P., Pimm, D. and Lee, C. (2011). Learning to teach
mathematics in the secondary school. 3rd Edition. Abingdon: Routledge.

Johnston-Wilder, S. & Mason, J. (Eds) (2005) Developing thinking in geometry, London: Sage.

Johnston-Wilder, P., Johnston-Wilder, S., Pimm, D. & Westwell, J. (2010) Learning to Teach
Mathematics in the Secondary School: A Companion to School Experience, 3rd Edition, London:
Routledge.

Lee C (2006) Language for learning mathematics : assessment for learning in practice,
Maidenhead, England: Open University Press.

Lee, C., Johnston-Wilder, S., and Ward-Penny, R. (2013). A practical guide to teaching
mathematics in the secondary school. Abingdon: Routledge.

Mason, J., Johnston-Wilder, S. and Graham, A. (2004), Developing Thinking in Algebra, London:
Paul Chapman Publishing

Mason J. and Watson A. (2000) Questions and Prompts for Mathematical Thinking, Derby, ATM.

Sutherland, R. (2007) Teaching for Learning Mathematics, Maidenhead: Open University Press,
2007

Watson, A., Jones, K., and Pratt, D. (2013). Key Ideas in Teaching Mathematics: Research-based
guidance for ages 9-19. Oxford: Oxford University Press.

Subject specific skills

For students to:

• Show understanding of recent and current developments in teaching and learning in their area of expertise.
• Identify and critically evaluate the key principles underpinning leading edge approaches, methods and debates in the teaching and learning of their area of expertise.
• Actively engage with and critically analyse current theories and practices in pedagogy and methodology in their area of expertise.
• Critically reflect on the knowledge and appropriate pedagogic skills and knowledge needed for a rigorous and innovative approach to teaching in their area of expertise.
• Present a well-reasoned and appropriately substantiated argument, drawing on evidence from a variety of sources and synthesising ideas as appropriate.

Transferable skills

For students to:

• develop skills of analytical thinking, problem-solving, teamwork, adaptability, time management and organisation, and the ability to work independently, methodically and accurately.
• develop IT skills and communication skills.
• create employment opportunities within secondary schools and further education.