PGCE Primary (Specialist Mathematics full-time)

Normally a minimum of a lower second-class UK Bachelor’s degree or an overseas qualification of an equivalent standard. A Mathematics degree or degrees with significant Mathematics content would be an advantage.

If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.

The English language level for this programme is: Good.

Further information can be found on our English language requirements page.

This programme will prepare students in line with the requirements of the Teachers’ Standards (2012) for the award of QTS. UCL works in partnership with around 350 primary schools, enabling students to fully prepare to be a primary teacher. Students learn to teach all the primary curriculum subjects, emphasising mathematics as a subject in its own right as well as the link between mathematics and other subject areas.

Students on the Primary PGCE programme benefit enormously from the complementary skills and expertise of staff in partnership schools and at the UCL Institute of Education (IOE).

The schools offer placements for teaching experience, and their teachers serve as tutors, mentors and joint assessors for our student teachers. IOE tutors have extensive experience of teaching, school management, inspection, research and consultancy.

Primary PGCE mathematics students spend time across the Foundation stage, Key Stage 1 and 2 and they gain experience of teaching across Key Stage 1 and Key Stage 2. Students will learn to teach all the primary curriculum subjects, with mathematics as a speciality.

Full-time: 1 year;

The programme is delivered via a combination of lectures, workshops, tutorials and self-study. Students will be supported though a virtual learning environment and will participate in school placements. Assessment is through assignments, presentations, audits, feedback and tutorials. A final assessment is based on a range of evidence including observations of teaching, assignments, subject knowledge development, professional conduct and responses to self-study.