If you wish to train as a mathematics teacher, but your degree did not provide enough mathematics content for you to gain automatic entry onto an initial teacher training course, completion of this 24 week SKE course, which starts on 6 February 2017, might be made a condition of an offer onto a secondary mathematics teacher training course.
This course will prepare you for an initial teacher training secondary mathematics course by developing your skills and giving you the confidence to recognise areas in your own subject knowledge which you need to develop during the enhancement course, initial teacher education and beyond. It will also help you to develop a 'deep' understanding of the knowledge, concepts and skills associated with mathematics as a subject.
We aim to help you to come to a deep understanding of the concepts and skills associated with GCSE level mathematics. In addition, aspects of A level mathematics will be covered depending on the aptitudes and interests of the trainees.
On successful completion of the course you will be awarded a Graduate Certificate in Subject Knowledge Enhancement (Mathematics).
Our next Postgraduate Open Day will be on Wednesday 26 April 2017, between 3 and 8pm. Come along to find out more about our courses and see our facilities.
We are the top university providing education training in the West Midlands, and 25th in the UK. (Guardian University Guide 2016)
Visit our School site for more student work and extra information.
You may be able to take advantage of the government’s plans to make loans of up to £10,280 available for postgraduate study.
The 24 week SKE mathematics course is suitable for graduates with a good degree from a UK higher education institution (or a recognised equivalent) who have sufficient mathematical knowledge to commence the course.
This could be through holding an A-level in mathematics, having an element of mathematics in your degree course and/or occupational experience of the subject.
GCSE grade C or above (or its equivalent) in both English language and mathematics are also required to gain entry onto a PGCE Secondary course.
If you do not already have GCSEs in English language and mathematics, or their equivalent, and are not registered to take them, you should visit www.equivalencytesting.com
Applicants must also meet the National College for Teaching and Leadership requirements for Initial Teacher Training, which means being medically fit and completing successfully an enhanced disclosure via the Disclosure and Barring Service (DBS).
It is also necessary to pass the numeracy and literacy tests before starting the course.
In addition to academic qualifications, candidates will be expected to have good communication and organisational skills, possess a desire to learn more about mathematics and demonstrate a commitment to teaching the subject.
To be eligible to start this course you will need to hold a conditional offer of a place on an initial teacher training course, for example a PGCE Secondary Mathematics course.
|(SKE)||Feb 2017||FT||24 weeks||NCTL funded|
If you're unable to use the online form for any reason, you can complete our PDF application form instead.
Sorry, this course is not available to international students.
The University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.
For further information, please contact the Programme Lead for SKE courses via email on: email@example.com
If for any reason you are unable to use the online application form, you may download a copy of the paper form below:
If your application is successful you will be invited to attend an interview to assess your suitability for the 24 week or the 16 week Subject Knowledge Enhancement in Mathematics courses at Birmingham City University.
There are no course fees. A National College of Teaching and Leadership bursary of £115 per week is available for eligible course participants. Additional, discretionary bursaries of up to £85 per week may be available, depending on an individual meeting eligibility criteria.
UK / EU students are required to submit a personal statement as part of their application for this course.*
The personal statement gives you a crucial opportunity to say why you’re applying and why the institution should accept you.
Here are the key areas you’ll need to address:
Why does this course appeal? What areas are of particular interest?
If you have a specific career in mind, say how your chosen course will help you pursue this goal.
Mention any work that is relevant to your subject, highlighting the skills and experience gained.
Highlight skills gained at school/college, eg summer schools or mentoring activities.
eg Duke of Edinburgh Award, Young Enterprise scheme.
You should also mention your future plans – if you’re planning to take a year out, don't forget to give your reasons. Talk about any subjects you’re studying that don’t have a formal assessment and any sponsorships or placements you’ve applied for. And don't be scared to add in details about your social, sports or leisure interests.
Get more information on writing personal statements.
*Non-EU students are not required to submit a personal statement when applying for this course.
We offer a wide range of professionally accredited and vocational courses that require the purchase of, among other things, uniforms, equipment, subscriptions, professional body memberships and DBS checks, and may require you to pay to attend conferences or participate in placements.
The link below provides our estimate of the possible costs associated with key activities on specific courses. Please bear in mind that these are only estimates of costs based on past student experience and feedback. The actual costs to you could vary considerably (either greater or lower than these estimates) depending on your choices as you progress through the course. We set out where we can, based on experience, where these indicative costs are for activities that are optional or compulsory.
All our students are provided with 100 free pages of printing each year to a maximum total value of £15.
Search our Frequently Asked Questions for a range of information about our courses and studying here.
We offer further information on possible postgraduate financial support. This includes the type of loans, grants and scholarships available both from the government and from Birmingham City University.
During your first week, you will get involved in problem-solving activities, which are aimed at encouraging your team-building skills and which will get you working with other students.
Together, we will look at your current level of knowledge and understanding, to discover where your strengths and weaknesses lie.
You will typically spend four days a week attending tutorials, seminars and workshops at our School of Education at the City North Campus. Another day will be devoted to private study, when you will also have time to spend on your assignments.
Learning and teaching matters (pedagogy) will feature throughout the taught course. Any experience you gain from visiting schools will be used to put the development work you do into context.
You will be assessed through short tasks and tests relating to mathematical knowledge, a written assignment on the teaching and assessment of mathematics in schools and a subject presentation simulating a school taught session.
Pre-initial teacher training Subject Knowledge Enhancement (SKE) courses are intensive programmes, which have been accredited by the National College for Teaching and Leadership.
As a provider of Initial Teacher Education (ITE) Birmingham City University is regularly inspected by the Office for Standards in Education, Children's Services and Skills (Ofsted).
Ofsted reports directly to Parliament and is independent and impartial. It inspects and regulate services which care for children and young people, and those providing education and skills for learners of all ages.
Ofsted inspections of ITE providers provide an expert and independent assessment of how well we are performing and the quality of teacher training offered. Information in the inspection report can help prospective trainees decide which universities suit their training needs.
In the latest Ofsted Inspection (March 2014) we were was awarded a grade 2 rating 'Good' for our primary and early years, secondary and post-compulsory education and training provision.
On successful completion of the 24 week SKE programme, you will progress directly onto an initial teacher training programme, for example a PGCE Secondary Mathematics course.
Our one year full-time PGCE Secondary Education Mathematics course, which starts in September, qualifies trainees to teach 11 to 16 year olds. The course offers the additional benefit of post-16 enhancement giving you maximum flexibility when looking for a job.
After you have successfully completed a 24 week or 16 week Subject Knowledge Enhancement in Mathematics course and then an initial teacher training course, for example a PGCE Secondary Mathematics course you will be ready to begin your career as a mathematics teacher in the secondary sector.
Graduates of the PGCE Secondary Mathematics course at Birmingham City University are highly successful in finding teaching posts.
You will visit secondary schools for observation purposes and workshops. You will prepare and teach lessons to small groups of school students.
You will get involved in a range of activities, by observing lessons and acting as a teaching assistant. This will really boost your learning and give you valuable experience for when you start your initial teacher training.
Birmingham City University is a vibrant and multicultural university in the heart of a modern and diverse city. We welcome many international students every year – there are currently students from more than 80 countries among our student community.
The University is conveniently placed, with Birmingham International Airport nearby and first-rate transport connections to London and the rest of the UK.
Our international pages contain a wealth of information for international students who are considering applying to study here, including:
International students who have a serious interest in studying with us but who perhaps cannot meet the direct entry requirements, academic or English, or who have been out of education for some time, can enter Birmingham City University International College (BCUIC) and begin their degree studies.
BCUIC is part of the global Navitas Group, an internationally recognised education provider, and the partnership allows students to access the University’s facilities and services and move seamlessly through to achieving a Bachelor’s degree from Birmingham City University.
We are constantly investing in our estate and are currently in the process of spending £260 million on new learning facilities.
A fly through of the £41 million expansion of our City South Campus. It will provide specialist laboratories and teaching spaces for the new life sciences courses and a new home for the School of Education.
Our laboratory and Science Education Learning Room have been newly built for the start of the 2015/16 academic year. The Science Education Lab will enable trainees to encounter and explore the latest Science Education pedagogies, and together with the Science Learning Room will facilitate trainees’ transition from “subject expert” to “expert subject teacher”. Trainees will work in a fully hands-on way with the core science education materials to develop excellent subject and pedagogic knowledge - the twin attributes of the outstanding teacher.
City North is a big, bustling campus, three miles north of Birmingham city centre. It's easy to get to and offers on-site parking. Located 5 minutes from Perry Barr train station, City North Campus is also ideally positioned along major bus routes.
The School of Education will be moving to City South Campus in Edgbaston during the 2017/18 academic year.
Our new development at City South Campus will ensure students have access to the best facilities, including our specially developed replica classrooms with interactive whiteboards, enabling you to experience the classroom environment.
All our departmental facilities replicate the school learning environment.
Each student has a personal computer user name and server space Specific software for use by teachers and for use in classrooms.
Other items available include:
There are fully equipped art studios suitable for 3D construction, printmaking, drawing and mixed-media. For textile and ceramics specialists, there are sewing machines and facilities for batik work and a large kiln for firing ceramics. The department has an ICT Suite for digital media that includes both Mac and PC computers. There is also access to a bank of Apple iPads for on and off-site digital working including the use of social media.
The department has access to specialist facilities, including a dedicated teaching suite for food and textiles. The textiles area has 10 sewing machines, an overlocker, CAD/CAM embroidery machines, dye sublimation equipment, a felting machine and an electronic microscope that links to the interactive whiteboard. It is also well resourced with surface decoration and construction equipment.
The food area has five electric cookers, combination microwave/ovens, an extensive range of industrial and domestic equipment, eg industrial ice cream makers and electric pasta makers, bench top printer and a CAD/CAM icing printer. The specialist tutor is a Speed Step and basic food hygiene trainer.
There is a specialist room for design and technology teaching and independent work, as well as a well-stocked reference library that contains a wide range of resources that are relevant for undergraduate and postgraduate students.
Other features include a recycling materials area, specialist work benches and a bank of computers linked directly to CAD/CAM equipment.
There are plenty of replica artefacts in the department and other superb facilities, including a huge library of dedicated subject books and an interactive whiteboard. We also inspire our trainee teachers to bring history to life by offering them opportunities to travel to historic sites.
The School of Education has two dedicated English teaching rooms that contain a substantial children's collection of works including fiction, non-fiction, poetry, picture books and multicultural text. There is also a selection of phonics teaching materials, puppets and story bags that are used in teaching sessions.
You can explore the links between ICT and literacy through the department's Digital Blue cameras and electronic photo albums.
There are two dedicated teaching rooms for mathematics. The rooms make use of Promethean and Smart interactive white boards. Both rooms contain a library of recent and relevant publications as well as a wide range of resources for use while on teaching practice.
Trainees are supplied with the use of a laptop for the duration of the course. The laptops come with Autograph and Geometers Sketchpad software. There are a class set of iPads available for the teaching sessions.
This teaching room attempts to bring sacredness in its vicinities and a visitor will find precious collections of artefacts and devotional utilities, audio-visual resources, books, sacred texts and children's books from a range of religious traditions to support learning and teaching.
As well as enjoying very strong links with local schools and specialist nurseries, we have a specialist teaching room that has a range of story sacks and puppets, an extensive selection of planning resources, copies of key texts, and toys and equipment that are relevant for foundation stage.
The music department has two dedicated classrooms and seven practice rooms, five of which contain dedicated computer-based recording/sequencing equipment. There is also a fully equipped sound recording studio and Apple Mac computers for sound manipulation.
There is a fully equipped drama studio with stage lighting.
Having graduated from Reading University I took up my first teaching post at an innovative community school in Telford, Madeley Court, where I worked as head of department.
From there as a deputy headteacher at another community school in Nottingham, eventually taking up a headteacher post at a large secondary school near Birmingham.
After 10 years as a headteacher I took up my post at Birmingham City University as Senior Lecturer in Mathematics Education.