Demonstrate knowledge and understanding of the key principles underpinning the current secondary mathematics curriculum.

1) Knowledge and Understanding; 2) Learning;
6) Communication.

Demonstrate knowledge and understanding of a range of subject specific pedagogical approaches underpinned by educational theory, high quality research and literature.

1) Knowledge and Understanding; 2) Learning;
6) Communication;
7) Application.

Evaluate a range of teaching approaches in relation to pedagogy and educational theory with reference to the differing needs learners.

3) Enquiry;
4) Analysis;
6) Communication;
8) Reflection.

On completion of this module, you will be able to demonstrate through your practice that you are making satisfactory progress towards the Teachers’ Standards as evidenced through your practice in placement and your ability to teach effectively for 20% of the timetable.¿

1) Knowledge and Understanding; 2) Learning;¿¿
3) Enquiry;¿¿
4) Analysis;¿¿
5) Problem Solving;¿¿
6) Communication;¿¿
7) Application;¿¿
8) Reflection.¿

Assessment 1

Group Presentation

A group presentation (2-4 apprentices per group), aimed at their peers, which demonstrates knowledge and understanding of the education policy, research and literature that has influenced the current curriculum content and delivery.

LO1

Assessment 2

Portfolio of Resources and Evaluation

Apprentices will create a portfolio of 5 teaching resources along with an accompanying 1500-word evaluation. The evaluation should detail the principles underlying the creation of each resource with reference to educational research and pedagogy.

The portfolio should contain 5 examples of which:

at least 2 should be individually created by themselves.

at least 1 should be linked to representation and structure

at least 1 should be linked to procedural and conceptual variation

(LOs 2 and 3)

Assessment 3

Satisfactory completion of all components of the on-the-job training handbook and PR form. This component is pass/fail and must be passed to complete the module.

(LO 4)

In this module apprentice teachers will gain an understanding of the key principles underpinning the current secondary mathematics curriculum.

Understanding of pedagogy will be developed through analysis of selected subject content with reference to relevant teaching strategies, current education research and teaching for mastery approaches which aim to develop the ability of pupils to become fluent in the fundamentals of mathematics, reason mathematically and solve problems. Themes will include: the exploration of misconceptions; assessment for learning; representation and structure; fluency; variation and the development of mathematical reasoning.

During the module, apprentices will develop their ability to:

Create positive learning environments and build effective relationships with pupils
Set high expectations which inspire, motivate and challenge pupils
Apply rewards, rules and sanctions consistently, in line with school policy
Plan lessons which take into account pupils’ prior knowledge
Develop an awareness of common misconceptions and begin to address these in their teaching
Use concrete and abstract examples in their teaching
Develop their use of a range of question types to challenge pupils’ thinking
Understand that pupils learn at different rates and require different level of support to succeed
Take responsibility for pupil progress
Reflect on their own practice and use these reflections, along with feedback from experienced colleagues, to develop their practice
Build effective relationships with staff in their own class and understand the impact that effective working relationships between staff have on children in the class
Demonstrate the required professional behaviours

Apprentices will spend 3 days on the job developing their professional abilities and behaviours. Each apprentice will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with them in planning, delivering and reviewing lessons. By the end of this module, apprentices should be teaching the class for at least 20% of the timetable (over the 3 days on the job) and will start to become more independent in planning.

This module will provide you with an understanding of how the mathematics curriculum has developed and the key drivers behind these changes. You will then look at selected topics from the curriculum with a focus on how pupils learn mathematics with reference to educational research and pedagogy.

By studying this module, you will begin to develop your own rationale for your approach to the teaching of mathematics. The module will provide you with a good understanding of a range of creative approaches to the delivery of the mathematics curriculum and support your time working in schools.

Within this module a number of learning strategies will be used, including workshops and peer group discussion. This will facilitate proactive learning based upon previous experience gained both prior to and during the course.

Workshops – workshops will be lecturer led. Opportunities will be made for group work, peer discussion sharing experiences of their time spent in school.

Independent study – apprentices will be expected to complete both pre- and post-session reading which will enable them to create and evaluate evidence informed resources.

Guided reading – A reading list and appropriate resources will be provided.

This module will also provide opportunities for apprentice teachers to:¿
work¿with their peers and colleagues
develop interpersonal¿and professional skills outlined within the ITTECF¿
communicate and debate subject¿content¿

For academic support, apprentices can arrange a tutorial/s where draft assessment work may be discussed.¿¿¿

Further academic skills support is available from the academic skills tutors:¿ https://libguides.staffs.ac.uk/study-skills¿and IT support also available: from Digital Services:¿¿ https://libguides.staffs.ac.uk/get-digital¿

Barton, C. (2018) How I’d wished I’d taught Maths. John Catt Educational

NCETM (n.d) Teaching for Mastery. Available at: https://www.ncetm.org.uk/teaching-for-mastery/

McCourt, M. (2019) Teaching for Mastery. John Catt Educational

University teaching sessions
Tutorials
Placement School/College meetings with school-based mentor.
University library
Materials and Links on L4 Teaching Apprenticeship Degree Blackboard and TEAMS