Attachments

 

 

 

 

Programme Specification

 

Programme Summary Information

1

Programme Title

BSc (Hons) Mathematics Education, (11 to16 Years)

 

2

University of Sunderland Course Code

 

UCAS Code

XG12

3

Awarding Institution

University of Sunderland

4

Teaching Institution(s)

(if different from point 3)

N/A

5

Professional Statutory or Regulatory Body (PSRB) (if applicable)

The National College of Teaching and Leadership (NCTL) for QTS

 

The terms of the accreditation are as follows: The University fulfils the Government requirements as set out for QTS providers.

Accreditation: The programmes are all approved by the NCTL.  Successful completion of all elements of each programme and the NCTL Skills Tests will lead to the award of Qualified Teacher Status (QTS).  The programmes are subject to inspections by the Office for Standards in Education (OFSTED)

 

 

6

Programme Description

 

Overview

 

The Programme consists of 3 Stages, each of which is equivalent to a year’s full-time study.  The summary below describes briefly what is contained in each Stage.  The Programme has core, (i.e. compulsory) modules throughout.

 

Stage 1

 

Stage 1 explores the history of mathematics with additional modules designed to look at progression in mathematics from KS3 through to KS5.  This aims to extend student knowledge of mathematical techniques consolidating some they have met already at A level and also extending their knowledge beyond what they will have studied previously. In addition, two modules will focus on educational issues, with one focussing on professional and curriculum studies and the other with regard to how resources can be used to support learning in the mathematics classroom.  There will be a two week, non-assessed block placement, within this module, where students will undertake specific tasks in relation to the use of resources in the classroom.  This will support students in the assessment of EDM111, which requires students to consider the pedagogical issues around the use of resources within a secondary school classroom.  Experience this first hand will enable students to place theoretical perspectives in to practice.

 

Stage 2

 

Modules in Stage 2 will continue to look at progression in mathematics, and will include the exploration of the use and applications of ICT in mathematical modelling. There will be a combination of topics covering progression from KS3 to KS5, with a further module on professional and curriculum studies, designed to prepare students for final year placements.  In addition, the identification of mathematical errors and misconceptions will be explored.  Here an additional two week, non-assessed block placement, will enable students to undertake tasks associated with pupils’ errors and misconceptions.  Observing students’ errors and misconceptions and any remedial action the teacher may undertake to address these, will support students with their assessment for EDM259, which considers theoretical perspectives behind the reasons for misconceptions, and considers mathematics specific pedagogies which may be employed to address these.

 

Stage 3

 

In Stage 3 students will spend a significant proportion of the year in schools (or colleges) being supported as trainee teachers.  However, those electing a non QTS route, will complete an work-based experience in a non-teaching, educational setting, in place of a school experience.             

 

What’s covered in the course?

 

 

 

Stage 1

Core modules

Code

Title

Credits

EDM110

Professional and Curriculum Studies: Pedagogy and Effective Planning in Mathematics

20

EDM181

Analysis and the number system

20

EDM111

Developing resources for mathematics in school

20

EDM112

Structure and Pattern in Mathematics

20

EDM113

Mathematics Through the Ages

20

EDM114

Geometrical Pattern and Results in Mathematics

20

 

Progression Regulations -There are no programme-specific progression regulations

 

Stage 2

Core modules

Code

Title

Credits

EDM257

Professional and Curriculum Studies: Pedagogy and Assessment for Progression

20

EDM258

Using and Applying ICT in Mathematics

20

EDM259

Errors and Misconceptions in Mathematics

20

EDM260

Functions and Calculus in Secondary Schools

20

EDM262

Mechanics for Secondary Schools

20

EDM263

Statistics for Secondary Schools

20

 

Progression Regulations -There are no programme-specific progression regulations

 

Stage 3

Core modules

Code

Title

Credits

EDP383

Development of Professional Learning: Critical Study

30

EDP382

Negotiated Curriculum study in Education

30

EDP381

Subject Studies

30

EDP380 or

*EDP384

Practice of Teaching

*Reflective Work based Learning Experience in an Educational Setting

30

*Non QTS award

 

Where will I study?

 

University of Sunderland

Sir Thomas Cowie Campus

 

 

7

Programme Awards

7a

Name of Final Award

Level

Credits Awarded

 

Bachelor of Science (Honours) Mathematics Education, (with recommendation for QTS)

6

360

7b

Exit Awards and Credit Awarded

 

 

Certificate in Mathematics Education Studies

(completion of all Stage 1 modules)

 

Diploma in Mathematics Education Studies

(completion of all Stage 1 and 2 modules)

 

Bachelor of Science (Ordinary degree) in

Mathematics Education Studies

(completion of all Stage 1 and 2 modules, plus 60 credits in Stage 3)

 

BSc (Hons) Mathematics Education Studies

(completion of all credits in Stages 1 to 3, where EDP384 is taken in place of EDP30)

 

N.B. Awards with the term ‘Studies’ will not be recommended for QTS.

4

 

 

5

 

 

6

 

 

 

 

6

120

 

 

240

 

 

300

 

 

 

 

360

 

8

Programme Specific Regulations

 

 

PART B - PROGRAMME  REGULATION/S

 

Name of programme: BSc (Hons) Mathematics Education, (11 to 16 Years)

Title of final award: BSc (Hons) Mathematics Education (with recommendation for QTS)

 

Interim awards[1]:

All the following awards do not include recommendation for QTS

Certificate in Mathematics Education Studies 

Diploma in Mathematics Education Studies

BSc (Ordinary degree) in Mathematics Education Studies

BSc (Hons) Mathematics Education Studies

 

University Regulation University Regulations: 6.1.3, 2.3.4, 3.3.5, 4.2.1, 5.2.1, 4.3.2, 6.5.2

 

Interim Award (6.1.3)

All interim award titles have the word “studies” attached to the main award. This distinguishes between those students who are eligible for Qualified Teacher Status (QTS).

 

Programme-specific regulations to meet Professional Body requirements:

 

For all teacher training programmes leading to a professional qualification 100% attendance is expected. Any student whose attendance falls below 80% without extenuating circumstances will be required to withdraw from their programme.  (2.3.4)

 

There will be no compensation between level 6 professional modules and level 5 and 6 subject modules, each of which must therefore be passed with an average of at least 40%. In addition all elements of assessment in all subject modules at Levels 5 and 6 must meet a minimum threshold of 35%. (4.2.1, 5.2.1)

 

The Re-assessment of Modules - In the case of a student failing a teaching experience module, the student may be reassessed in that module once only at the discretion of the appropriate Assessment Board. Reassessment of teaching experience modules is subject to availability of a satisfactory school placement to be found by the University.(4.3.2)

 

The degree is classified as follows:

  • the mean average of the best 100 credits of the Level 5 modules taken at Stage 2 is calculated and weighted at 20%;
  • the mean average of all 90 credits of graded modules at Level 6 taken at Stage 3 is calculated and weighted at 80%; 
  • A final mean average is obtained on the basis of this weighting and this determines the degree classification. (6.5.2)

 

Regulations apply to students

Date the regulations apply

Intakes affected

Stage 1

May 2019

2018/19

Stage 2

 

 

Stage 3

 

 

 

Stage 1

Core modules

 

Code

Title

Credits

EDM110

Professional and Curriculum Studies: Pedagogy and Effective Planning in Mathematics

20

EDM181

Analysis and the number system

20

EDM111

Developing resources for mathematics in school

20

EDM112

Structure and Pattern in Mathematics

20

EDM113

Mathematics Through the Ages

20

EDM114

Geometrical Pattern and Results in Mathematics

20

 

Progression Regulations -There are no programme-specific progression regulations

 

Stage 2

Core modules

 

Code

Title

Credits

EDM257

Professional and Curriculum Studies: Pedagogy and Assessment for Progression

20

EDM258

Using and Applying ICT in Mathematics

20

EDM259

Errors and Misconceptions in Mathematics

20

EDM260

Functions and Calculus in Secondary Schools

20

EDM262

Mechanics for Secondary Schools

20

EDM263

Statistics for Secondary Schools

20

 

Progression Regulations -There are no programme-specific progression regulations

 

Stage 3

Core modules

 

Code

Title

Credits

EDP383

Development of Professional Learning: Critical Study

30

EDP382

Negotiated Curriculum study in Education

30

EDP381

Subject Studies

30

EDP380 or

*EDP384

Practice of Teaching

*Reflective Work based Learning Experience in an Educational Setting

30

 

*Non QTS Award

 

 

 

 

 

9a

Mode(s) of Study

Location/Campus

Duration of Study

Full time

Sunderland

3 years

Part time

N/A

 

N/A

 

Apprenticeship

 

N/A

 

N/A

 

 

 

 

 

 

9b

Is this programme delivered at a Transnational (TNE) partner?

No

Is this programme delivered at UK Further Education Colleges?

No

 

10

Entry Requirements

 

The admission requirements for this programme as stated on the course page of the University of Sunderland website at https://www.sunderland.ac.uk/, or found by searching for the course entry profile located on the UCAS website are correct.                                                   YES

 

This programme is suitable for students to enter with advanced standing (eg APL)        YES

 

Where applicable use the space below to detail any specific arrangements – eg APL only permitted to a specific level  Accreditation of Prior Learning (APL)

 

APL only considered for entry to Stage 2.

 

 

 

 

11

Programme Learning Outcomes

 

By the end of stage 1 of the programme successful students will be able to do the following:

 

1

Apply mathematical subject knowledge in academic study, including European and non-European roots within mathematics;

 

2

Recognise and apply some theoretical and practical understanding in mathematics education and use this as a basis for synthesis of their own philosophical perspectives:

3

Have an initial understanding of how some theoretical perspectives might influence classroom practice;

4

Have an initial understanding of the process of teaching and learning, including transition between different educational Key Stages;

5

Have an understanding of historical and cultural aspects of mathematics;

 

 

 

 

 

By the end of stage 2 of the programme successful students will be able to do the following:

 

6

Extend their ability to apply an increased range of mathematical techniques within a range of problems;

7

Interpret and apply some theoretical and practical understanding in mathematics education and use this as a basis for synthesis of their own philosophical perspectives in different contexts;

8

Apply an increased range of mathematical skills and in particular, the use of IT within mathematics to extend their subject knowledge and understanding;

9

Model mathematical concepts appropriately;

10

Have a developing understanding of how some theoretical perspectives might influence classroom practice;

11

Have a developing understanding of the process of teaching and learning, including transition between different educational Key Stages;

 

12

Have an extended mathematical subject knowledge in a range of areas, including an in-depth and broad-based understanding of key mathematical concepts and skills related to the 11-16 secondary school mathematics curriculum and transition beyond.

 

 

 

 

 

By the end of stage 3 of the programme successful students will be able to do the following:

 

13

Teach their subject/s at a level appropriate to the key stages they are training to teach (e.g. addressing relevant Programmes of Study and examination specifications as appropriate to phase) and a comprehension of the whole framework within which they will operate;

14

Create and maintain a stimulating and appropriate learning environment;

15

Apply their understanding of the assessment of students and the selection and application of appropriate assessment techniques;

16

Evaluate with a view to improving their own teaching and the learning of the students they teach.

17

Demonstrate their subject knowledge in a form which is appropriate to the needs of the learner both in terms of content and teaching methodology and meets the curriculum demands of the partnership institution in which they are placed

18

Demonstrate their knowledge and understanding of the wider role of the teacher, including professional, pastoral and administrative responsibilities;

19

Demonstrate their knowledge and understanding of the individual needs of learners appropriate to their age, ability, language and cultural background;

 

20

Demonstrate their knowledge and understanding of subject and pedagogical knowledge to become an effective teacher impacting upon children’s progress over time.

21

Critically analyse, synthesise, interpret and evaluate a wide range of data, information and ideas from either primary or secondary sources;

22

Distinguish and employ a range of quantitative and qualitative research methods;

23

Demonstrate responsibility and accountability when working as an individual and in groups

 

24

Communicate effectively in written form, through formal presentations, in visual forms and through the internet and world-wide web;

 

25

Develop a range of study, research and organisational skills that will lay the foundation for their teaching career;

 

Learning Outcomes – Ordinary degree

 

Students achieving an Ordinary degree will have achieved the majority of the learning outcomes for the programme studied.  However, fewer credits will have been gained at Stage 3 than students awarded an Honours degree and therefore knowledge will typically be less broad and students will typically be less proficient in higher-level skills, such as independent learning.  Students achieving an Ordinary degree will not be recommended for Qualified Teacher Status as typically they will not complete the final school experience module at level 3.

 

BSc (Hons) Mathematics Education Studies (non-QTS)

 

Students awarded BSc (Hons) Mathematics Education Studies (non-QTS route) will have achieved the learning outcomes above, however, they will have to take the Reflective Work-based learning Experience in an Educational Setting module, (EDP384) in place of (EDP380 Practice of Teaching), in a non-teaching, educational experience.  They will receive an Honours degree, but will not be recommended for Qualified Teacher Status.

 

 

12. Programme Requirements

There are optional modules on this programme  (Yes at Stage 3, where there is a non-QTS route)

 

Level 4:

 

In order to complete this stage of the programme a student must successfully complete all the following CORE modules (totalling 120 credits):

 

Module Code

Module Name

Credit Value

PLO(s) assessed

EDM110

Professional and Curriculum Studies: Pedagogy and Effective Planning in Mathematics

20

2, 3, 4,

EDM181

Analysis and the number system

20

1, 3 and 5

EDM111

Developing resources for mathematics in school

20

1 to 5

EDM112

Structure and Pattern in Mathematics

20

1 and 4

EDM113

Mathematics Through the Ages

20

1 and 5

EDM114

Geometrical Pattern and Results in Mathematics

20

1 and 4

 

There are no option modules at Stage 1.

 

 

 

Level 5:

 

In order to complete this stage of the programme a student must successfully complete all the above, in addition to the following CORE modules (totalling a further 120 credits):

 

Module Code

Module Name

Credit Value

PLO(s) assessed

EDM257

Professional and Curriculum Studies: Pedagogy and Assessment for Progression

20

7, 10, 11 and 12

EDM258

Using and Applying ICT in Mathematics

20

6, 8, 9, 11 and 12

EDM259

Errors and Misconceptions in Mathematics

20

6, 7, 9, 10, 11 and 12

EDM260

Functions and Calculus in Secondary Schools

20

6, 8, 9, 11 and 12

EDM262

Mechanics for Secondary Schools

20

6, 8, 9, 11 and 12

EDM263

Statistics for Secondary Schools

20

6, 8, 9, 11 and 12

 

There are no option modules at Stage 2.

 

 

 

Level 6:

 

In order to complete this programme and be recommended for QTS,  student must successfully complete all the above, in addition to the following CORE modules (totallinga further 120 credits):

 

Module Code

Module Name

Credit Value

PLO(s) assessed

*EDP380

Practice of Teaching

30

13 to 25

EDP381

Subject Studies

30

13, 16 to 21, and 23 to 2

EDP382

Negotiated Curriculum study in Education

30

13,16, 19 to 22 and 24 to 25

EDP383

Development of Professional Learning: Critical Study

30

13, 15 to 22, 24 and 25

 

*Students taking a non-QTS route, will complete the following module, in a non-teaching educational setting, in place of the core EDP380 module.

 

Module Code

Module Name

Credit Value

PLO(s) assessed

EDP384

Reflective Work based Learning Experience in an Educational Setting

30

13 to 15, 18, 23 and 24

 

 

 

 

 

 

 

13.  Employability

The programme contributes to the development of the following graduate attributes.  Please refer to Integrated Curriculum Design Framework  when completing this section.

 

 

Professional

 

As a professional degree, successful students completing the required modules including being able to evidence the Professional Teaching Standards will be recommended for Qualified Teacher Status following the completion of their BSc (Hons) degree. This will enable students to teach in schools in England as a qualified teacher of mathematics.

 

Adaptable

Students in the all three years of the Programme will be working with a range of secondary school pupils, in a secondary school setting.  Here, they will need to be flexible in their approaches to teaching mathematics, taking individual learners’ diverse needs into consideration.

 

Throughout the duration of the programme, students will be challenged to develop their own reasoning and problem-solving skills, to enable them to effectively foster this within their own teaching.

 

 

 

Engaged

 

 

 

All students joining the Programme, do so with a desire to become a Secondary School Teacher of Mathematics and are focussed on enhancing their pedagogy and subject knowledge, with a view to engage pupils in learning, and enjoying mathematics and reaching their full potential in the subject.

 

All students have a shared goal of enhancing mathematics education learning, with access to mathematics and progression for all secondary school pupils.

 

14. Additional Costs: Are there any additional costs on top of the fees?

 

List any additional costs the students will have to meet and whether this is optional (eg an optional field trip) or essential (eg buying a lab coat).  Give an estimation of the approximate cost which may be a range. This information should be replicated in the Module Guide and will be published on the course page. Please note for Apprenticeships, there should be no additional costs to students.

 

No, but all students buy some study materials such as books and provide their own basic study materials

 

Yes (optional).  All students buy some study materials such as books and provide their own basic study materials.  In addition there are some additional costs for optional activities associated with the programme (see above)

N/A

Yes (essential).  All students buy some study materials such as books and provide their own basic study materials.  In addition there are some essential additional costs associated with the programme (see above)

N/A

 

 

 

 

 

 

15. Version Control

Programme Specifications are checked annually and updated when changes are made to the programme.

 

Version

Number

 

Date

Details of change

Author

V1

Document created

29/7/19

Updated Specification from old paperwork,  created following the July 2019 Programme review and revalidation panel feedback.

Gillian Parker

V2

Document changed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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