PGCE (Secondary): Mathematics

  • UCAS Teacher Training code
  • Length
    1 year full-time

Course overview

This programme is a pathway into one of the most challenging, fascinating and rewarding careers there is: teaching Mathematics at Secondary level

London secondary schools need good Maths teachers. This exciting and demanding programme will prepare you to become an effective and high-quality Maths teacher, with a particular focus on the unique demands of working in a multi-ethnic London comprehensive school.

We require you to be well-organised, resilient, tolerant and understanding of the attitudes of today’s teenagers, and with a commitment to young people as well as to your subject.

Experience of working with teenagers, such as running a youth group, would be an advantage. You should visit a secondary school before your interview with us.

School Direct

It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.

Additional costs

As well as your PGCE fees, you will have to cover your travel costs to your school placements.

We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.

Contact the department

If you have specific questions about the degree, contact Patricia Alexander


In the Autumn Term the emphasis is on getting to know the different parts of the school Mathematics curriculum and possible teaching approaches. You review your maths experience, identify any gaps and begin to do something about them.

We look at the possibilities of using Information Technology in teaching Mathematics, and explore different approaches to assessing pupils.

An important feature of the term is developing your skills in posing questions, and this is followed through in the first assignment, which is built round pupils working investigatively.

Early in the first term you are based mainly in College, but with at least one day a week in school. After half term you spend most of your time in school, with one day a week back in College.

Following the Christmas break, you spend almost all your time in a second school, as you develop your skills in planning, teaching and managing whole classes, taking responsibility for them over a sustained period of time. This includes aspects of assessing, recording and reporting on pupils’ attainment, and catering for a range of achievement levels.

You learn about ‘whole-school’ issues as well as Mathematics teaching, and are expected to contribute to the pastoral life of the school. You do an assessed project on a whole-school or cross-curricular theme.

Later, Mathematics sessions at College focus on broadening your knowledge of resources for teaching, longer term planning, and the post-16 curriculum, though you may already have done some sixth-form teaching if it was available in your first school placement.

Download the programme specification for this degree to find out more about what you'll learn and how you'll be taught and assessed.

Please note that due to staff research commitments not all of these modules may be available every year.

How to apply

You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.

Please take a look at the information on applying, including the specific qualifications or experience you need for this course.

There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.

Learning & teaching

A range of teaching methods are employed across the PGCE programmes, including:

• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study

As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.