BSc (Hons) Secondary Mathematics Education with QTS

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Attend an open day How to apply


How do you help an 11-year-old to understand fractions? If you can’t speak the same language as one of your pupils, how do you explain a mathematical theory? Why do children forget mathematics?

Our three-year course helps you to develop the practical skills you’ll need to teach mathematics, as

well as knowledge of how we teach and why. Some of the topics you’ll study include child and youth development, the theories behind teaching and assessing children, and how social justice affects education.

You’ll gain research skills to guide your teaching methods, explore the complex ways in which children learn, and investigate innovative approaches to teaching mathematics, such as Realistic Mathematics Education, which is used in the Netherlands.

In every year of the course, you’ll go on placements in secondary schools to help you gain experience as a teacher. You’ll attend each school with a small group of students from your course, and you’ll plan lessons and work together, trying different ways of teaching.

In February 2017, the Secretary of State for Education made a commitment to strengthen Qualified Teacher Status (QTS) by September 2019. As part of this work, the Department for Education has launched a consultation to explore a number of options and proposals to strengthen QTS and support teacher career progression which includes, amongst other points, a review of the point at which QTS is awarded. Further information on the content of the consultation can be found here. The consultation ends on the 9th March. We will update this webpage as and when updated information becomes available. Please check back regularly.

Features and Benefits

*For more information on the Initial Teacher Training bursary 2019 to 2020, and to check your eligibility please click here.


Career Prospects

Mathematics is a national shortage subject and stated government priority meaning there are strong opportunities for teachers of mathematics locally, nationally and even internationally.

For those who decide not to pursue teacher education leading to QTS, there is flexibility to major in mathematics after the first year with a view to later working in allied fields, such as publishing, the museum service or community education.

Graduates may choose to continue professional development to Masters or Doctorate level.  The Faculty of Education offers a full-time Masters programme, with awards in: Education Studies; Inclusive Education and Disability; Educational Leadership and Management; Childhood and Youth. In addition, there is a professional development programme of part-time awards to Masters level, including MSc STEM Education.

The University's Education and Social Research Institute (ESRI) welcomes applications for Doctor of Education and MPhil.



Learn more about graduate careers

Entry requirements

We will interview you as part of your application.

UCAS tariff points/grades required

Grades BBC are required at A2 to include Grade C Mathematics.  We do not accept General Studies. National Curriculum subjects preferred. BTEC National Diploma grades DMM.  CACHE Diploma grade B.  

We do not accept the following:-

Extended Project

CACHE Level 3 Diploma in Early Years Education and Care (Early Years Educator VRQ)

Specific GCSE requirements

GCSE English Language and Mathematics Grade C or Grade 4 - these can be pending. Three additional GCSEs at Grade C are also required.

The following qualifications and subjects are not accepted: Adult numeracy and literacy, Functional Skills. Key Skills, Human Biology and Physiology. GNVQ Science (unless this is at intermediate level and graded Merit or Distinction).

Please Note: If you are currently studying on an Access to HE Diploma we no longer accept Level 2 credits studied as part of your Access as equivalent to GCSE English Maths, English or Science. You can, however, apply with GCSEs in the three core subjects pending, though these must be completed before the start of the course.

Non Tariffed Qualifications

Access to HE Diploma in a relevant subject with at least 45 credits at Level 3 to include 15 credits at Distinction and 30 at Merit.

International Baccalaureate points

25 IB Diploma Points

IELTS score required for international students

6.0 with no less than 5.5 in any element

There’s further information for international students on our international website if you’re applying with non-UK qualifications.

Additional Requirements

All trainee teachers are now required to pass skills tests in numeracy and literacy before they can be recommended for the award of qualified teacher status (QTS). Applicants to ITT courses are required to pass the skills tests before starting their course.

The numeracy and literacy skills tests: 

All candidates must have passed the QTS skills tests before the 1st August. Preference will be given to candidates who have passed both tests prior to interview although support will be available to candidates who have still to complete them successfully. 

In addition, all candidates should provide clear evidence in their UCAS Personal Statement and interview of:

A Disclosure and Barring Service Check and Occupational Health Screening are required for all students. This will be completed through the University prior to enrolment.

We welcome applications from mature students and career changers.

If selected for an interview candidates must attend in person.

Course details

When you’re at university, you’ll have a mix of lectures, seminars, one-to-one tutorials, practical skills sessions and workshops.

In taught sessions, you’ll learn about a variety of strategies to challenge and engage learners, discussing ideas with your peers to help you learn.

Our sessions tend to be very practical, so you may be asked to present your thinking to others or deliver a ‘miniteach’ session, where you can plan a small input like you would in a school. This allows you to practice and receive feedback on techniques you’ll use in the classroom.

Other sessions may be hands-on workshops, especially where subjects require levels of skills or expertise Your tutors will also use videos or podcasts to showcase specific approaches to teaching and form discussions within your class.

To make sure that you have a strong mathematical background, you’ll study specialist mathematics units in Year 1 alongside undergraduate students on our mathematics degree. Some of the topics you’ll study include logic, functions, matrices and vectors.

Units typically include (this list is indicative and may change):

  • Mathematics Fundamentals
  • Linear Algebra and Programming Skills
  • Mathematics Pedagogy 1
  • The Nature of Schools

Read more about this year of study

Core Units

Mathematics Fundamentals

This unit introduces fundamental topics needed for later mathematical study. It also introduces students to
notion of proof and rigorous mathematical arguments.
Indicative Content: 1 Sets: Subsets, set operations, set algebra, Venn diagrams, power sets, Cartesian product, proof of simple
results including set equality from first principles.
2 Logic: Propositional algebra, truth tables, Boolean
algebra and application to switching circuits, logical arguments and methods of proof including proof by
induction. Predicate calculus and quantifiers.
3 Functions: Definition and general properties, injections,
surjections and bijections, odd and even functions, brief review of polynomials, rational functions (partial
fractions) and transcendental functions.
4 Complex Numbers: Argand diagrams, Cartesian, polar and
exponential representations, arithmetic of complex numbers, powers and roots, de Moivre's theorem.

5 Groups: Definitions and examples, permutation groups, cycle representation.
6 Convergence of
Sequences and Series: Introduction to convergence and limit using sequences, related notation. Rates of
convergence. Series, arithmetic and geometric progressions, simple tests for convergence, power series and
radius of convergence, absolute convergence.
7 Convergence of Functions: Limits and continuity.

8 Differentiation: Definition linked to the idea of convergence, proof of some simple standard
derivatives, revision of methods of differentiation, product, quotient, and chain rules. Applications to
stationary points and rates of change including kinematics. Curve sketching. Taylor series.
Integration: Introduction using the limit of a sum, outline proof of the fundamental theorem of calculus.
Standard integrals, integration by parts and by substitution. Applications including areas, volumes, mean
values, centroids and solutions of first order odes. Improper integrals of the first and second kind.

Linear Algebra and Programming Skills

This unit extends the work on matrices and vectors that students will have met previously and introduces
them to programming with MATLAB®.
Indicative Content: Linear Algebra [50%] Vectors in R2 and R3, notation, components, displacement diagrams, addition of
vectors and multiplication by a scalar. Dot and cross products. Vector form of a line and a plane.
Determinants, calculation of determinants, properties of determinants. Matrices, addition and multiplication of
matrices. Matrices as representations of linear transformations. Inverse matrices. Bases, orthonormal bases,
representation of a vector relative to a basis. Dimension of a space spanned by a set of vectors, linear
independence, spanning sets, row reduction of matrices, solution of systems of simultaneous linear
equations. <BR> <BR>MATLAB Programming [50%] The design and implementation of MATLAB programs.
The top down design process, basic arithmetic operators and precedence and use of in-built mathematical
functions. Input and detailed formatting of output. Use of input, disp and fprintf commands and graphical
output. Repetition and conditional statements. For and while, if and switch. 1D and 2D arrays and use of
linear algebra commands. User-defined functions in MATLAB

Mathematics Pedagogy 1

Through a variety of experiences, students explore current issues and develop understanding about
teaching and learning mathematics.
Indicative Content: Theories about mathematics learning; transformation of personal subject knowledge and understanding to
the knowledge and understanding needed for teaching; communicating mathematics; mathematics
curriculum; mathematics assessment; errors and misconceptions/partial conceptions; progression in areas of
mathematics: number and algebra, geometry, statistics and probability; mathematical reasoning; problem
solving and modelling; effective teaching strategies

The Nature of Schools

Students spend time in various educational contexts observing teaching and supporting learners. They are
introduced to a range of theory and research about education to inform their emerging understanding of
schools and educational practices.
Indicative Content: Theories of learning; history and philosophy of education and schooling; education policy; how to observe in
educational settings; reflection on personal experiences of education; teacher strategies for engaging
learners; the curriculum; assessment; purposes of education; evaluation of educational provision

You’ll build on this mathematics knowledge in your second year. You’ll explore ways to apply mathematics to a school setting and topics such as teaching calculus, geometry, and statistics.

Units typically include (this list is indicative and may change):

  • Mathematics Project
  • Inclusive Learning in Mathematics
  • Applications of Mathematics and Statistics
  • Developing Mathematical Thinking
  • School Practice A
  • Developing the Mathematics Curriculum

Read more about this year of study

Core Units

Mathematics Project

Unit details TBC

Inclusive Learning in Mathematics

Students consider inclusive learning and diversity, drawing on research, legislation and policy and personal
experience of teaching
Indicative Content: Theory, research, policy, legislation and evidence about special educational needs and disability; inclusive
education; diversity in education; personalisation; social justice in education; community cohesion

Applications of Mathematics and Statistics

Exploring issues related to the application of mathematics and statistics. Developing understanding to
support the teaching and learning of applied mathematics.
Indicative Content: Make sense of applied mathematics in a manner essential for prospective teachers.
Real problem solving and modelling skills through practical investigations.
Visualisations and multiple representations. Students will link their own learning and that of others. Context
and mediating quantities.
Investigation of standard procedures, rules and formulae. Transformation of personal subject knowledge to
that for teaching.
Justifications (and, where applicable, more rigorous mathematical proof). Theoretical aspects of statistics
and mechanics. Analysis, statistical inference, and interpretation of models

Developing Mathematical Thinking

Students explore issues and develop a breadth of understanding relating to the teaching of pure
Indicative Content: Issues in teaching and learning number and algebra, calculus, functions, analysis and geometry; investigate
standard procedures, rules and formulae; make connections between topics and big ideas in mathematics;
use of digital technologies in advanced school mathematics; multiple representations; transformation of
personal subject knowledge and understanding to knowledge and understanding for teaching

School Practice A

Students spend four days a week in school for two and a half months during which they begin to develop
their professional skills as a teacher, which they evidence against the teachers standards.
Indicative Content: How to observe teaching. Planning, teaching and assessment in secondary mathematics with a particular
focus on KS3. Assessment of and for learning. Strategies for meeting the range of individual needs in the
classroom. Teaching approaches that develop mathematical understanding and skills. Understanding how to
evidence successful practice. Learning from experience through critical reflection and prioritising areas for
personal professional development. Beginning to understand wider educational issues: whole student
development, legislation relevant to teachers e.g. SEND, child protection, safeguarding

Developing the Mathematics Curriculum

Consider a specific approach to delivering a topic based on research and then develop, implement, reflect
and critically evaluate its effectiveness
Indicative Content: Research an area of teaching and learning mathematics that is considered to be problematic. By
considering alternative perspectives, explain and justify the chosen mathematical topic and the choice of
approach of delivery. Design a series of lessons based on this research and deliver to a chosen class.
Analyse and evaluate the effectiveness of the approach and implications for future practice.

In your final year, you’ll usually explore approaches to teaching mathematics (including Conflict Teaching), and their use in secondary mathematics education. You’ll also complete a project to develop the mathematics curriculum and also learn aspects of computer programming and using it to plan lessons and develop ideas for teaching.

Units typically include (this list is indicative and may change):

  • Mathematical and Numerical Methods
  • Developing as a Reflective Practitioner
  • School Practice

Read more about this year of study

Core Units

Mathematical and Numerical Methods

Unit details TBC

Mathematics Pedagogy 2

Students explore two approaches to teaching mathematics: conflict teaching (CT) and Realistic Mathematics
Education (RME) and consider their use in secondary mathematics education
Indicative Content: Theory, research and evidence about CT and RME approaches; planning lessons and units of work using
these approaches across the secondary age range; use of digital technologies; implications for progression
and assessment.

Developing as a Reflective Practitioner

A critical evaluation of achievements against the teacher standards drawing on experiences from across the
course, wider reading and a reflective journal completed during school practice.
Indicative Content: Reflective practice - maintaining a learning journal; developing effective pedagogy; planning teaching,
learning and assessment; approaches to evaluating practice; strategies for meeting identified personal
targets. e.g. action planning, collaborative working

School Practice B

Students spend three months in a contrasting school during which they build on their School Practice A to
secure their professional skills as a teacher, which they evidence against the teachers standards.
Indicative Content: Reflective practice. Planning, teaching and assessment in secondary mathematics across the full secondary
age range. Planning sequences of linked lessons. Developing effective pedagogy. Assessment of and for
learning. Strategies for meeting the range of individual needs in the classroom. Teaching approaches that
develop mathematical understanding and skills. Strategies for critically evaluating practice and prioritising
areas for personal professional development. Contributing to the wider life of school. Evidencing the full
range of the Teachers Standards.

Assessment weightings and contact hours

10 credits equates to 100 hours of study, which is a combination of lectures, seminars and practical sessions, and independent study. A 3 year degree qualification typically comprises of 360 credits (120 credits per year). The exact composition of your study time and assessments for the course will vary according to your option choices and style of learning, but it could be:


Placements options

Students looking to gain Qualified Teacher Status (QTS) to teach Mathematics at secondary level will undertake school placements in years 2 and 3.

The Faculty of Education has a well-established and diverse partnership with over 1,500 schools, colleges and educational organisations in the North West region of England, providing our students with a rich and varied training experience in different schools and contexts.

We work closely with our partner schools to organise placements and students are closely supported throughout by mentors and teachers in school and at university.  All teachers and mentors attend development meetings with university staff on a regular basis and a number of mentors are specifically trained to work with students.  You will also be assigned a university based tutor who will visit you during your placement.

The University will organise your placements - we do not expect you to do this. Starting with your term time postcode we match this with placement offers from schools.  You are expected to travel up to 1.5 hours each way from where you live and to arrive in your school 45 minutes before the school day commences. We take into consideration special circumstances, such as dependents, disabilities, cultural requirements and medical conditions. In addition, we match carefully to ensure a breadth of experience across different key stages.


School of Teacher Education and Professional Development

Our School of Teacher Education and Professional Development was established over 100 years ago and specialises in training teachers and education professionals.

The department is home to three main areas in primary and secondary teacher education and professional development, and has partnerships with over 1,500 regional schools, colleges and educational organisations.

More about the department

Taught by experts

Your studies are supported by a team of committed and enthusiastic teachers and researchers, experts in their chosen field. We also work with external professionals, many of whom are Manchester Met alumni, to enhance your learning and appreciation of the wider subject.

Meet our expert staff


UK, EU and Channel Island students

UK, EU and Channel Island students: Full-time fee: £9,250 per year. This tuition fee is agreed subject to UK government policy and parliamentary regulation and may increase each academic year in line with inflation or UK government policy for both new and continuing students.

Non-EU international students

Non-EU international students: Full-time fee: £14,500 per year. Tuition fees will remain the same for each year of your course providing you complete it in the normal timeframe (no repeat years or breaks in study).

Additional Information

A degree typically comprises 360 credits, a DipHE 240 credits, a CertHE 120 credits, and an integrated Masters 480 credits. The tuition fee for the placement year for those courses that offer this option is £1,850, subject to inflationary increases based on government policy and providing you progress through the course in the normal timeframe (no repeat years or breaks in study). The tuition fee for the study year abroad for those courses that offer this option is £1,385, subject to inflationary increases based on government policy and providing you progress through the course in the normal timeframe (no repeat years or breaks in study).

Additional costs

Specialist Costs

All of the books required for the course are available from the library. The University also has PC labs and a laptop loan service. However, many students choose to buy some of the core textbooks for the course and/or a laptop. You may also need to print your assignments and other documents. Campus printing costs start from 5p per page. Estimated costs are £300 for a laptop up to £100 each year for books and printing.

Professional Costs

£0 to £135 depending on your status. Please go to our DBS webpage for more details -

DBS Checks - Before starting on your course, you must undergo a satisfactory Disclosure and Barring Service check (Enhanced Disclosure). At the time of going to press, you do not have to pay for your first DBS check. If you cannot attend a DBS session at the University before the start of the course, you can use the UK Post Office Document Certification Service, which costs approximately £10. If you are not a UK citizen, or if you have lived in one country outside the UK for six or more months in the last five years, you must where this is possible obtain a police clearance certificate from the country in which you resided, in addition to the Disclosure and Barring Service check. You must supply a certified translation if the certificate does not automatically include this. Costs vary and can include fingerprint and translation fees where required. Returning students, who have already had a DBS certificate from Manchester Met and who need a second DBS certificate, for example, due to a suspension of study, are required to pay the DBS fee. Please go to our DBS webpage for more details and for current DBS fees: You may also need to budget for student membership of professional bodies.


For further information on financing your studies or information about whether you may qualify for one of our bursaries and scholarships, follow the links below:

Bursaries and scholarships

Money Matters

Want to know more?

How to apply

You can apply for this course through UCAS.

Apply now

UCAS code(s)


Remember to use the correct institution code for Manchester Metropolitan University on your application: our institution code is M40

Full time applications submitted through UCAS

You can review our current Terms and Conditions before you make your application. If you are successful with your application, we will send you up to date information alongside your offer letter.


Programme Review
Our programmes undergo an annual review and major review (normally at 6 year intervals) to ensure an up-to-date curriculum supported by the latest online learning technology. For further information on when we may make changes to our programmes, please see the changes section of our Terms and Conditions.

Important Notice
This online prospectus provides an overview of our programmes of study and the University. We regularly update our online prospectus so that our published course information is accurate. Please check back to the online prospectus before making an application to us to access the most up to date information for your chosen course of study.

Confirmation of Regulator
The Manchester Metropolitan University is regulated by the Office for Students (OfS). The OfS is the independent regulator of higher education in England. More information on the role of the OfS and its regulatory framework can be found at

All higher education providers registered with the OfS must have a student protection plan in place. The student protection plan sets out what students can expect to happen should a course, campus, or institution close. Access our current Student Protection Plan.