PROGRAMME SPECIFICATION
Post Graduate Certificate in Education/Professional Graduate Certificate in
Education (PGCE), Mathematics with Numeracy
Awarding body: University College London
Teaching Institutions: University College London Institute of Education together
with:
City and Islington College
Accreditation
This course is not accredited by any professional body, as it is no longer a
mandatory requirement for teachers working in the sector.
Name of final award
PGCE, level 6 (Professional Graduate Certificate in Education) or
PGCE, level 7 (Post Graduate Certificate in Education)
Programme title
Mathematics with Numeracy
UKPASS code: P040669
Language of study
UCL Institute of Education teaches and assesses participants through the medium of
the English language. Competence in English language is required of all applicants.
Programme regulations may indicate the level of competence required of each
applicant and may make its achievement a condition of admission. Regulations for
the PGCE and the Diploma can be accessed from the following link:
http://www.ucl.ac.uk/srs/academic-manual/documents/ioe/UCL-IOE-PGCERegulations-2015-16.pdf
Participants
The Programme is designed for specialist teachers of mathematics and numeracy or
for those wishing to become mathematics and numeracy professionals in the post
compulsory sector.
Educational Aims of the Programme
The aims of the Programme are to enable new and practising teachers of adult
mathematics and numeracy to:
 Develop their skills and competences in all the areas of teaching and
promoting learning
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Develop their knowledge and understanding of educational theory and use it
to improve their practice
Develop their knowledge and understanding of the processes of policy making
and implementation in the context of the government strategies
Reflect critically on all aspects of their professional work
Learning Outcomes
The PGCE mathematics with numeracy programme is designed to provide high
quality teaching for the learning and skills sector. By the end of the programme,
trainee and in-service teachers will have developed:
1) an understanding of key aspects of the theory and practice of mathematics and
numeracy teaching and learning, demonstrated by
 a grasp of issues and critical insight into mathematics and numeracy teaching
and professional pedagogic practice
 an understanding of learning and assessment processes and the various
contexts of mathematics and numeracy learning and teaching
 an ability to be creative, independent and successful in the application of
knowledge in the classroom and in other work with a diverse range of learners
2) the necessary specialist knowledge and competence to teach in a specific
discipline/subject area and/or context specific area demonstrated by
 knowledge and understanding of the relevant subject specifications,
professional requirements and context specific requirements
 effective application of subject specialist/context specific knowledge to
pedagogy
3) abilities in exploration, analysis, discussion of and critical reflection on
mathematics and numeracy teaching and learning, demonstrated by
 the capacity to analyse critically teaching and learning
 the ability to draw from and apply appropriate intellectual perspectives to
teaching and learning
 professional knowledge refined through critical reflection and engagement
with research and scholarship within a subject specific, context specific and a
general context
 understanding and analysis of values underpinning different pedagogic
approaches
4) an understanding of key strategic policy and educational developments in the
lifelong learning sector, demonstrated by
 an ability to critique recent policy initiatives and developments and to analyse
factors influencing government policy
 an understanding of policy change and its implications for both teachers and
learners
5) an understanding of the value of engaging in continuing professional
development, demonstrated by
 an ability to critically reflect on their own development during the course and
to identify areas for future development
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an understanding of the concept of professionalism and of how to evaluate
and improve wider professional practice
Criteria for admission
Applicants for the Mathematics with Numeracy full-time or part-time routes must
have
 a recognised qualification which includes mathematics content at Level 3 or
above
 potential to succeed on a level 6 or level 7 course
 an understanding of diversity and commitment to inclusive learning
 effective written and spoken English language skills
 competence in the use of Information Technology
Note that the level 7 outcome is only available to candidates with a first degree.
These are assessed through a rigorous entry assessment set by the IOE. Those who
satisfy the minimum criteria will be offered an appropriate programme whether full
time or part time and which level will be their target.
In-service applicants already teaching in the learning and skills sector must be
working in a full teaching role teaching Mathematics or Numeracy or Functional
Mathematics and be able to accrue a minimum practical teaching hours requirement
(currently 120 hours) over the duration of the training programme. The place of
employment must be a college, training provider or similar, that falls within a
government regulatory framework for QA inspection e.g. OFSTED.
Candidates with previous teacher training qualifications may be eligible for direct
entry to year 2 of the course. Such applicants would need to:
a) Successfully complete an APEL task evidencing the knowledge and skills
contained in modules 1 and 2 at level 6
b) Provide a portfolio of evidence of the ability to plan, teach, evaluate and
assess mathematics or numeracy learning.
UCL is committed to admitting and supporting participants with disabilities and
welcomes applications from them. Participants do not need to be “registered
disabled” to draw on these services, though in order to provide services in the longterm we will need to ask for medical or other evidence, as appropriate. Disabilities
Support can also support people who have a temporary mobility / dexterity
impairment / other difficulty as a result of an accident, injury, illness or surgery.
We aim to treat every person as an individual, with needs which may differ from
those of other people with a superficially similar disability. We do not therefore have
standard procedures for participants with dyslexia, nor standard procedures for
visually impaired participants: each person's needs are considered individually.
Mode of study
The course can be taken as a full time or a part time programme. The course
involves taught elements at the UCL Institute of Education with teaching practice
arranged in partner centres.
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Programme Structures and Requirements, Levels, Modules, Credits and
Awards
The PGCE consist of four modules:
a) Module 1: Planning and Enabling Learning and Assessment in the Context of
Mathematics and Numeracy
b) Module 2: Theories & Contexts for Mathematics and Numeracy Learning
c) Module 3: Mathematics and Numeracy Theoretical Frameworks and
Curriculum Design
d) Module 4: Wider Professional Practice and Development (Mathematics /
Numeracy)
Each module is worth 30 credits making a total of 120 credits towards the PGCE.
Modules Undertaken on
the PGCE Mathematics
with Numeracy Institute
Module
Module 1
Planning and Enabling
Learning and Assessment
in the Context of
Mathematics and
Numeracy
Module 2
Theories & Contexts for
Mathematics and
Numeracy Learning
Module 3
Mathematics and
Numeracy Theoretical
Frameworks and
Curriculum Design
Module 4 (30 credits)
Wider Professional
Practice and
Development
(Mathematics /
Numeracy)
UCL IOE Credit Rating
30
(L6/Degree Level)
30
(P/T L6/Degree Level)
(F/T L6 or L7/Masters
Level)
30
(P/T L6/Degree Level)
(L6 or L7/Masters Level)
30
(L6 or L7/Masters Level)
The programme has a predominantly UK perspective since the purpose is to enable
trainees to gain employment in the post-compulsory (Further, adult, vocational and
lifelong learning) sector in England. International education dimensions may inform
the content of the course where they are considered relevant to trainees or the
students that they teach.
Indicative Teaching and Learning Methods
A variety of teaching and learning methods is used across the programme. These
have been selected to motivate trainees, to maximise opportunities for learning and
to provide trainees with experience of a range of teaching and learning methods that
they may wish to use in their own teaching practice.
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As an indication, methods include: micro teaching; teacher-led exposition; discussion
and group activities; seminar, subject and professional practice discussion groups;
online activities using the virtual learning environment (VLE); individual and group
research and presentation opportunities; case studies; research undertaken in the
trainees’ own teaching placements; personal and group tutorials including feedback
and target-setting after teaching observations.
Throughout the course value is placed on the range, depth and diversity of prior
knowledge and experience that trainees bring to the learning opportunities.
Assessment Strategy
The assessment framework of the programme is in three parts:
1) Initial assessment takes place before the programme starts. The process
involves tasks for the assessment of the candidate’s numeracy skills and
language and literacy.
2) Formative and summative assessment takes place during each of the four
modules on-programme and is organized around a variety of assessment
instruments: a portfolio of evidence of planning, delivery of learning and
assessment; written assignments such as essays, reports and case studies;
small action research projects undertaken in the learners’ own workplaces;
research assignments and presentations.
3) Formative and summative assessment of practical teaching skills. In total the
practical teaching of trainees will be observed eight times. Six of the
observations will be formative: the final two observations will be summative
and graded pass or fail.
Information about assessment regulations
Learners must pass all four modules of the Programme. Each module is worth 30
credits. All coursework, is assessed according to the grade-related criteria for the
programme level, found in the programme handbook.
Assessment for each module is based on successful completion of:
 a module assignment
 module tasks, which include entries into a reflective journal
In addition to pass the programme you will need to show evidence of
 satisfactory completion of the requisite number of teaching hours
 satisfactory standard of teaching in observed teaching sessions
All assignments are independently marked by two staff members, who meet to
discuss and reconcile the marks and comments for each individual. Participants are
permitted to represent a failed assignment on one further occasion, within 12 months
of the original submission.
External examiners play an important role in monitoring the quality of the programme
and evaluating the effectiveness of the teaching and support provided for the
programme participants and the reliability of the judgments made in assessing them.
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Support for Learning
Support strategies for trainees on the pathway include:
 Information and advice on making an appropriate application to the PGCE
 An advice session about the course and an interview that offer opportunities
for applicants to have their questions answered and to seek advice about the
PGCE and support services available
 A handbook that gives detailed information about the PGCE
 A study skills guide containing practical advice about how to complete the
PGCE successfully
 Individual module guides with detailed advice on module content, assignment
briefs and the assessment strategy
 An induction programme that helps trainees understand the PGCE and what
is meant by teaching and learning
 An introduction to the Institute library, the VLE, ICT and other facilities
provided by the Institute
 Support and supervision by a personal tutor. The tutor meets with the trainee
in regular 1:1 tutorials and offers guidance and support in assignment writing
and practical teaching skills
 Peer support and networking opportunities, including online communications
and sharing of knowledge and information
 Access to the full range of welfare and union facilities afforded to all Institute
trainees
Evaluating and Improving the full-time PGCE Pathway
Methods for evaluating and improving the pathway include:
 Written evaluations of each module plus an end of course evaluation
completed by all trainees
 Trainee representatives meeting with and reporting to the PGCE pathway
leader and the Pathway Management and Partnership Management
Committees (once each term)
 Internal moderation of both written work and practical teaching undertaken by
programme tutors
 The external examination of coursework and practical teaching (10% of
coursework and teaching is subject to external examination)
 Scrutiny and verification of trainees’ results and consideration of external
examiner reports by the Board of Examiners
 OFSTED inspection reports, as appropriate
Committees with responsibility for monitoring and evaluating quality and standards
 PGCE Partnership Management Committee
 Board of Examiners
 Teaching and Quality Committee
 Validation Sub-Committee
 Equalities and Diversity Committee
Indicators of Quality and Standards
One might expect some or all of the following:
 Entry into the post-compulsory, or related teaching profession
 Entry into education related occupations
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Progression onto a Masters programme (for example, MA Lifelong Learning)
Further, subject specialist education and training
Relevant Benchmark Statements and Other External and Internal Reference
Points Used to Inform Pathway Outcomes
In 2013, the programme was endorsed by the (former) SVUK as meeting the
national standards then governing initial teacher training in the Further Education
and lifelong learning sector. These standards are no longer mandatory. UCL
Institute of Education’s Initial Teacher Education programmes were rated as
‘outstanding’ by OFSTED in its inspection in November 2013.
Date of completion/amendment of specification
October 2015, JD
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