This course is available to students who have selected the BGE element of the MAPE programme. It will focus on the additional aspects of mathematics (such as algebra and trigonometry) required to be taught in the lower secondary classes (S1-S3), and apply to the secondary context the pedagogical approaches taught on previous MAPE mathematics courses, including active learning and formative assessment.

Week 1-6

1 x 2 hour lecture

1 x 2 hour workshop

Week 7-11 1 x 2 hour placement

None

None

Report on pedagogical practice of lower secondary, based on school visits and lectures.35% (ILO 3) (week 11)

A skills exercise on the areas of mathematics required for the lower secondary 35% (ILO 2) (Week 9)

A lesson plan, with an evaluative commentary, for a Maths lesson which could be given to a lower secondary class 30% (ILO 1). (week 6)

It is the default expectation that all courses will offer opportunities for reassessment or deferred assessment. Where it is not possible to offer this in some assessment components, the grade achieved at the first attempt will be counted towards the final course grade, and any exceptions for this course are described below.

[No exceptions]

This course aims to enable student to:

1. Further develop the subject-specific and pedagogical knowledge and professional skills that will enable them to plan and deliver effective learning, teaching and assessment in Mathematics in the lower secondary stage.

2. Analyse, evaluate and apply insights from mathematics education research to enhance the effectiveness of planned learning, teaching and assessment in the lower secondary stage.

3. Understand the principle features of the secondary education system, policy and school practice and be able to identify similarities and differences between the primary and secondary sector.

By the end of this course students will be able to:

1. Demonstrate an understanding of and develop appropriate teaching strategies for the mathematical concepts and procedures required in the lower secondary stage.

2. Effectively plan and implement appropriate learning opportunities and assessment processes that effectively meet learners' needs at all levels of the lower secondary curriculum, including inclusive pedagogies, cross curricular learning and skills for learning, life and work.

3. Compare, contrast and critique current practice in the lower secondary stage with practice in primary schools in light of current research, curriculum and policy.