UNIVERSITY OF EAST LONDON UNDERGRADUATE PROGRAMME SPECIFICATION MATHEMATICS WITH EDUCATION AND QTS. Alternative locations for studying this programme

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1 UNIVERSITY OF EAST LONDON UNDERGRADUATE PROGRAMME SPECIFICATION MATHEMATICS WITH EDUCATION AND QTS Final award Intermediate awards available BSc (Hons) BSc, Cert HE, Dip HE. Mode of delivery UCAS code Details of professional body accreditation Relevant QAA Benchmark statements UEL Academic School Date specification last updated UEL Z2M1 QTS (Qualified Teacher Status) Education Studies and Mathematics, statistics and operational research Cass School of Education and Communities Alternative locations for studying this programme Location Which elements? Taught by UEL staff Taught by local staff Method of Delivery Woolwich Polytechnic School Entire programme No Yes Full-time 1

2 The summary - UCAS programme profile- BANNER BOX: Gain the degree and professional qualification that employers in education and associated services are looking for. Learn with expert academics and outstanding teachers. Work across a range of educational settings and roles from teacher to data manager and establish your credentials with future employers. ENTRY REQUIREMENTS 280 UCAS points from a recognised Level 3 qualification A level BTEC CACHE Diploma Or Access to HE Diploma (Pass or higher). For the full list of qualifications covered by the UCAS tariff and the associated points please check the UCAS website You must have at least grade C in GCSE English and maths, or equivalent. A mathematics or mathematics related (eg accounting, finance) level 3 qualification. Applicants who do not have this qualification have the opportunity to take an equivalence test. Professional Skills Tests in numeracy and literacy All applicants need to pass pprofessional skills tests in numeracy and literacy need to be passed before the start of the programme. Further information on how to book a test and where to access practice papers can be found at: If applicants are interviewed before they have had an opportunity to take the professional skills tests and are successful at interview they will be offered a conditional place. Students may be admitted through Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes. In the case of applicants whose first language is not English, the University s English Language requirements as detailed on the website at time of application must be met see In the case of applicants whose first language is not English, then IELTS 6.5 (or equivalent) is required. At UEL we are committed to working together to build a learning community founded on equality of opportunity - a learning community which celebrates the rich diversity of our student and staff populations. Discriminatory behaviour has no place in our community and will not be tolerated. 2

3 Within a spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all. In pursuing this aim, we want people applying for a place at UEL to feel valued and know that the process and experience will be transparent and fair and no one will be refused access on the grounds of any protected characteristic stated in the Equality Act ABOUT THE PROGRAMME What is BSC (hons) Mathematics with Education and QTS? The BSc (hons) Mathematics with Education and QTS is a full time three year programme leading to an honours degree and qualified teacher status. It includes a rigorous and academic mathematics component as well as teacher training and work based learning. BSC (hons) Mathematics with Education at UEL and Woolwich Polytechnic School This programme has a strong core of work based learning for both qualified teacher status and also for data management and data mining roles in the wider education sector. Key features of this programme include: A credit based programme leading towards an honours degree and qualified teacher status Academic support from highly qualified subject specialist tutors School experience and work-based support from outstanding teachers and experienced practitioners An opportunity to learn in the work place whilst still benefiting from the opportunities for a full student life offered by the UEL. at Woolwich Polytechnic School This is the first programme in England of this kind to be based in the workplace. Woolwich Polytechnic School is an outstanding school, a national maths hub school and part of a successful teaching school alliance. Programme structure There will be three mathematics modules and one education module at each level. Education modules include school visits and teaching practice. Learning environment Weekly sessions during the semester, which may include a variety of strategies, take place in a student centred environment. Strategies include: Workshops - enabling experimentation and the analysis and discussion of issues, documents and materials; School visits, observation of teaching, micro teaching, small group teaching, whole class teaching; Lectures providing participants with the opportunity to engage with an extended and coherent line of argument. 3

4 Seminars - to generate group and individual creativity, discussion and reflection Guided reading and independent study - to enable participants to engage with relevant and appropriate ideas; Supported self-study using relevant materials - to promote individual enquiry and development; Individual tutorials - to enable a more extended, in-depth analysis and support of self-study; E-learning opportunities involving the use of interactive packages and virtual learning environments. Assessment Mathematics modules at level 4 and 5 are assessed through a 3 hour examination (75% of the mark) and continuous coursework or a project (25% of the mark). Mathematics modules at level 6 are assessed by Timed Constrained Assessment and course work. Education modules are assessed through a portfolio. The mathematics project at level 6 is assessed as a project. Students with disabilities and/or particular learning needs should discuss assessments with the Programme Leader to ensure they are able to fully engage with all assessment within the programme. Work experience/placement opportunities All education modules include school placements with opportunities to work with individual pupils, groups and whole classes in a variety of key stages and settings. Work placements include teaching practice as well as opportunities to work in relation to the roles such as data manager, business manager or bursar. Added value There is an excellent chance of employment following this programme. High quality mathematics teachers are in high demand. The opportunity to develop your teaching skills over three years will allow you to exit the programme as a confident and experienced teacher. The programme includes a level 6 module that focuses on the knowledge and skills necessary for data management, business management and other related roles in the education sector. IS THIS THE PROGRAMME FOR ME? If you are interested in studying mathematics, how children develop and learn and the knowledge and skills needed to be an outstanding teacher You will be given the opportunity to gain knowledge and understanding of the structure of mathematics as a subject and how to think mathematically as well as in specific areas of 4

5 mathematics. You will also be given the opportunity to understand how people learn and the role of the teacher in learning. If you enjoy working with others in a challenging environment The students who undertake the degree in Mathematics with Education and QTS come from a variety of educational, cultural and occupational backgrounds. It is this rich diversity of age and experience which enhances learning through the programme. We welcome all students who demonstrate their interest in and their enthusiasm for this subject. Applicants who do not have the required academic or vocational qualifications can undertake an access to higher education programme. If you enjoy working with children and young people You will be given the opportunity to work with children and young people from level 4 of this programme beginning with supported individual and small groups work, leading to whole class teaching for an extended period at level 6. If you want to become an outstanding mathematics teacher Good subject knowledge is an essential part of being an outstanding teacher. You will be given the opportunity to develop specialised subject knowledge and competence in the area of mathematics and to think and work like a mathematician. You will also be given opportunities throughout the programme to develop your own teaching skills and understanding of how children and young people learn in mathematics. Your future career This programme will allow you to follow a range of careers in education within schools and related services. Careers include teaching and school leadership. You can also progress to a range of Masters programmes in Education. How we support you Each student is allocated a personal tutor. Your personal tutor is the person who will work with you to plan your learning and ensure that you are making progress. Your personal tutor will also help you with any personal or academic difficulties you may be having. Tutorials may be held with other students or individually. Student Representatives are nominated and elected from each programme, by their fellow students, to represent you on the Mathematics with Education and QTS committee and the Secondary PGCE and PCET subject area committee. There are strong links with students support services. All staff attempt to help students identify any additional learning needs at the earliest opportunity so that appropriate help and guidance can be sought. At regular intervals during the programme information is given about career opportunities. Bonus factors Progress bursaries are available for all students to help purchase study related items. Programme aims and learning outcomes What is this programme designed to achieve? This programme is designed to give you the opportunity to develop: 5

6 An understanding of concepts and techniques drawn from Real Analysis, Linear Algebra, Group Theory, Geometry, Calculus, Probability and Statistics and Optimisation. An ability to solve applied problems using methods drawn from Real Analysis, Linear Algebra, Group Theory, Geometry, Calculus, Probability and Statistics and Optimisation. An ability to reason mathematically, including the ability to construct proofs to the central theorems of the programme The capacity to communicate in a concise and systematic manner using appropriate mathematical and statistical language Familiarity with mathematical and statistical software The knowledge, understanding and skills required to teach mathematics at key stages three, four and five. The ability to manage data in an educational setting What will you learn? At the end of this programme students will be able to: Knowledge 1. Demonstrate familiarity with the essential ideas of pure mathematics 2. Demonstrate understanding of the fundamental concepts behind, and the application of, mathematical methods for differential equations, vector calculus, multi-variable functions, numerical analysis, Newtonian mechanics and mathematical modelling; basic methods for analysing data, probability models and the role of mathematical thinking. 3. Demonstrate the knowledge required to teach mathematics at key stages three, four and five Thinking skills 4. Formulate proofs and structure mathematical arguments 5. Apply mathematical concepts and principles to perform computations 6. Apply mathematical concepts and principles to solve problems Subject-based practical skills 7. Communicate mathematical knowledge and understanding accurately and effectively, using a form, structure and style that suits the purpose 8. Use and apply mathematical and statistical software and information technology 9. Demonstrate understanding and skills required to teach mathematics at key stages three, four and five. Skills for life and work (general skills) 6

7 10. Demonstrate familiarity with current issues in mathematics education 11. Demonstrate familiarity with different theories relating to the teaching and learning of mathematics 12. Articulate personal strengths and weaknesses in teaching and learning mathematics 13. Engage in practical and theoretical enquiry as a key element in developing as a teacher of mathematics 14. Critically review, using a range of research and scholastic skills, a systematic and coherent body of knowledge related to education and mathematics pedagogy 15. Evaluate critically new information, concepts and evidence from a range of sources 16. Exercise appropriate judgment, by applying appropriate diagnostic and creative skills, in a range of teaching and learning situations 17. Accept accountability for determining and achieving personal and/or group outcomes by reflecting on and taking responsibility for your own professional development as a mathematics teacher The programme structure Introduction All programmes are credit-rated to help you to understand the amount and level of study that is needed. One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study). Credits are assigned to one of 5 levels: 3 equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme 4 equivalent in standard to the first year of a full-time undergraduate degree programme 5 equivalent in standard to the second year of a full-time undergraduate degree programme 6 equivalent in standard to the third year of a full-time undergraduate degree programme 7 equivalent in standard to a Masters degree Credit rating The overall credit-rating of this programme is 360 credits. Typical duration The expected duration of this programme is 3 years full-time. This programme cannot be studied part-time. How the teaching year is divided The teaching year begins in September and ends in June. 7

8 A typical student, in full-time attendance mode of study, will register for 120 credits in an academic year. What you will study when A student registered in a full-time attendance mode will take 120 credits per level. Typically this will be comprised of four 30 credit modules. An honours degree student will complete modules totalling 120 credits at level four, modules totalling 120 credits at level five and modules totalling 120 credits at level six. Level Module Code 4 PG PG PG PG4003 Module Title Linear Algebra Real Analysis 1 Methods 1 Mathematical Thinking and Learning Distance learning Y/N Credits Status* 5 PG PG PG PG5003 Group Theory Real Analysis 2 Methods 2 Researching Mathematical Learning 6 PG PG PG PG6001 Methods 3 Metric and Topological Spaces Pedagogy and Mathematics Educational Data Analysis *Please Note A core module for a programme is a module which a student must have passed (i.e. been awarded credit) in order to achieve the relevant named award. An optional module for a programme is a module selected from a range of modules available on the programme. Requirements for gaining an award In order to gain an Honours degree you will need to obtain 360 credits including: 8

9 A minimum of 120 credits at level four or higher A minimum of 120 credits at level five or higher A minimum of 120 credits at level six or higher In order to gain an Ordinary degree you will need to obtain a minimum of 300 credits including: A minimum of 120 credits at level four or higher A minimum of 120 credits at level five or higher A minimum of 60 credits at level six or higher In order to gain a Diploma of Higher Education you will need to obtain at least 240 credits including a minimum of 120 credits at level four or higher and 120 credits at level five or higher In order to gain a Certificate of Higher Education you will need to obtain 120 credits at level four or higher Degree Classification Where a student is eligible for an Honours degree by passing a valid combination of module to comprise an award and has gained the minimum of 240 UEL credits at level 5 or level 6 on the current enrolment for the programme, including a minimum of 120 UEL credits at level 6, the award classification is determined by calculating; The arithmetic mean of the best 90 credits at level 6 x The arithmetic mean of the next best 90 credits at levels 5 and/or 6 x 0.2 and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification 70% - 100% First Class Honours 60% - 69% Second Class Honours, First Division 50% - 59% Second Class Honours, Second Division 40% - 49% Third Class Honours 0% - 39% Not passed Further information If you decide at the end of level 5 that you don t want to become a teacher, you can transfer to the BSc (hons) Mathematics with Education degree. Teaching, learning and assessment Teaching and learning Knowledge is developed through: lectures seminars workshops 9

10 tutorials with academic and personal tutors school visits, placements and invited guests guided and independent reading and study tasks student-led presentations Thinking skills are developed through seminars small-group discussions workshops tutorials school visits, placements and invited guests applying initiative and mathematical thinking to mathematical problems critical analysis and evaluation of literature and data observation, analysis, evaluation and self-reflection. Practical skills are developed through library research data analysis written assignments workshops student-led presentations school based enquiry working with autonomy, discipline and professionalism observations of teaching by experienced practitioners professional dialogue and feedback with school based mentors and WPS tutors school based training and related development tasks Skills for life and work (general skills) are developed through written assignments, group presentations, school based enquiry collaborating in a small group as a leader or participant to solve a specific problem defining the parameters of a problem, and addressing it autonomously undertaking school based research (optional but encouraged) maintaining a QTS file observing professional behaviour and modelling this Assessment Knowledge is assessed by: written assignments subject knowledge audits exams school based portfolio teaching observations timed continuous assessment Thinking skills are assessed by written assignments exams school based portfolio teaching observations timed continuous assessment 10

11 Emphasis is placed upon understanding of topic/s; application of knowledge to mathematical problems, clarity of arguments and reasoning; evidence of synthesis and creativity; evidence of independent thought; and originality and distinctiveness of the student's own viewpoint. Practical skills are assessed by written assignments exams school based portfolio teaching observations timed continuous assessment Emphasis is placed upon evidence of systematic preparation; coherent structure and analytical insight in the assessed work; clarity of expression; evidence of meeting the standards for QTS Skills for life and work (general skills) are assessed by written assignments skills tests exams school based portfolio teaching observations feedback against the standards for QTS Emphasis is placed upon coherence of assessed work, clarity of expression and professional standards for teaching. Students are encouraged to become familiar with various media and visual tools available to develop their work. The programme will comply with UEL s policy on plagiarism / academic integrity, including in relation to placement learning. Turnitin is mandatory for all module assessments (as practicable). How we assure the quality of this programme Before this programme started Before this programme started, the following was checked: There would be enough qualified staff to teach the programme; Adequate resources would be in place; The overall aims and objectives were appropriate; The content of the programme met national benchmark requirements; The programme met any professional/statutory body requirements; The proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms. This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions. How we monitor the quality of this programme The quality of this programme is monitored each year through evaluating: External examiner reports (considering quality and standards); Statistical information (considering issues such as the pass rate); Student feedback. 11

12 Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee. Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed. The role of the programme committee This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures. The role of external examiners The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities: To ensure the standard of the programme; To ensure that justice is done to individual students. External examiners fulfil these responsibilities in a variety of ways including: Approving exam papers/assignments; Attending assessment boards; Reviewing samples of student work and moderating marks; Ensuring that regulations are followed; Providing feedback through an annual report that enables us to make improvements for the future. The external examiner reports for this programme are located on the UEL virtual learning environment (Moodle) on the school notice board under the section entitled External Examiner Reports & Responses. You can also view a list of the external examiners for the UEL School by clicking on the link below. Listening to the views of students The following methods for gaining student feedback are used on this programme: Module evaluations; Programme evaluations; Polls and surveys online; 12

13 Student representation on programme committees (meeting 2 times year). Students are notified of the action taken through: Circulating the minutes of the programme committee; ing students Moodle Listening to the views of others The following methods are used for gaining the views of other interested parties: Annual student satisfaction questionnaire; Questionnaires to former students; Placement mentor feedback Partnership and TS Alliance meetings Maths Hub meetings Where you can find further information Further information about this programme is available from: The UEL web site (http://www.uel.ac.uk) Woolwich Polytechnic website https://www.woolwichpoly.greenwich.sch.uk/default.aspx The programme handbook Module study guides UEL Manual of General Regulations (http://www.uel.ac.uk/qa/policies/manual/) UEL Quality Manual (http://www.uel.ac.uk/qa/policies/qualitymanual/) Cass School of Education and Communities web pages 13

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