About this course
If you are interested in applying to this course, please click here to register your interest and we will get in touch with you.
We are proud to be one of a handful of universities offering the new Teacher Degree Apprenticeship in Secondary Mathematics Education. This four-year course enables you to study degree-level mathematics and the teaching and learning of maths while working at a school as a teaching assistant or cover supervisor, for example.
You will study for two days per week and work for three days per week. Your studies will be entirely online and will make full use of high production-value interactive learning content.
Your teaching responsibilities in school will build over time at a pace that takes into account any prior teaching experience that you may have and may mean that you are able to complete the apprenticeship in less time.
During your development you will be supported at work by an experienced teacher who will act as your mentor. On successful completion you will be awarded the Teacher Degree Apprenticeship and recommended to the Department for Education (DfE) for Qualified Teacher Status.
We have a helpful FAQ guide which will answer some of our most common questions from prospective students and employers.
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NTU is the top-rated University provider of higher and degree apprenticeships in the UK (RateMyApprenticeship, 2024) -
NTU are proud to be rated 'Outstanding' by Ofsted for Apprenticeships (Ofsted, 2024) -
The apprentice is not charged for the course. The employer funds the course from their Apprenticeship Levy. Grant funding from the DfE via NTU supports the employer’s costs.
What you’ll study
This course is organised into three types of modules:
- The general aspects of becoming a teacher such as learning theory, curriculum construction and supporting learners with diverse backgrounds and needs;
- The specific aspects of learning and teaching mathematics;
- Mathematical studies covering subjects such as calculus, algorithms and computational mathematics.
Throughout the entire course you will develop your Professional Portfolio. This will organise and demonstrate your development, linking your activities at work with your studies as you become a professional mathematics teacher.
The Professional Teacher (20 credits)
This module provides an introduction to education and the role of a teacher. Legislation, policies and procedures are reviewed including safeguarding, and statutory roles. It explores the meaning of professionalism in an educational setting and facilitates an understanding of the context of the placement school. We also take an in depth look at how a teacher promotes high expectations around behaviour through professional relationships, rules and routines.
Lesson Design (20 credits)
In this module we examine principles around effective lesson design with specific applications to the context of teaching mathematics. This will include a consideration of key principles that contribute to learning including motivation, cognition and metacognition. We will examine specific components of lesson planning including linking to prior knowledge, modelling, guided practice, independent practice and structured reflection.
Foundations in Core Mathematics (20 credits)
This module aims to provide students with the key mathematical skills that will be required throughout the course including:
- Algebraic rearrangement
- Powers, surds, logarithms and exponentials
- Complex Numbers
- Functions
- Differentiation and Rates of Change
- Vectors and Scalars
- Mathematical Proof
Calculus (20 credits)
This module builds on the work on differentiation covered in the Foundations in Core Mathematics module to give students a comprehensive grounding in the area of calculus. This will include:
- Chain, product and quotient rules for differentiation
- Integration of standard functions
- Integration by parts
- Integration by substitution
- Applications of calculus to mechanics
Numbers, Sets and Analysis (20 credits)
This module is designed to get students thinking like a mathematician in a much more rigorous way and to recognise the structures and axioms that have developed our understanding of the subject from a young age and allow the subject to work in a cohesive way. This will include:
- Types of numbers and their properties and modular arithmetic.
- Sets and sets with structures: notations, operations, relations and functions between sets.
- Mathematical logic: notations, operations, laws of logic, methods of mathematical proof.
- Group theory: groups, group axioms, subgroups, isomorphisms of groups.
- Permutations and combinations.
- Sequences, series, limits, and convergence.
Professional Portfolio (20 credits)
This module lasts over the four years of the apprenticeship and acts as a record of the student’s developing professional practice. It will include termly reflections and target setting, a copy of six focused lesson observations per year, and directed reflective tasks.
Learning Theory (20 credits)
In this module we examine a range of learning theories and theorists within the areas of behaviourism, constructivism, humanism and cognitivism. This is used to widen our perspective on learning and examine alternative teaching strategies. In addition, we focus on the use of formative and summative assessment in schools to inform teaching and promote learning.
Lesson Skills (20 credits)
In this module we deepen our understanding of lesson planning and delivery by examining specific mathematics techniques. This includes, effective questioning techniques, the use of representations, task design, and metacognition. These techniques will be considered within the context of KS3 and KS4 mathematics as we seek to deepen both content knowledge and pedagogical content knowledge.
Probability and Statistics (20 credits)
The module aims to provide an introduction to important statistical ideas, including:
- Exploratory data analysis
- Data summary (e.g. summary statistics; graphical display).
- Permutations and combinations.
- Conditional probability.
- Discrete and continuous distributions and their properties (binomial, Poisson, normal).
- Hypothesis testing, including t-tests
- Simple correlation and least squares regression.
Differential Equations (20 credits)
The module aims to consolidate and extend previous knowledge of calculus including:
- Rules and applications of differentiation.
- The integral as a sum and as an antiderivative; methods of integration.
- Curve sketching.
- Partial differentiation; stationary points of a function of several variables.
- Multiple, line, and surface integrals, arc-length.
- Three-dimensional co-ordinate systems.
- First order ordinary differential equations; variables separable and linear types.
- Linear second order ordinary differential equations with constant coefficients.
Linear Algebra (20 credits)
The module will introduce students to important concepts from Linear Algebra. We will build on some of the concepts introduced in the Foundations of Core Mathematics module including:
- Algebra of complex numbers, polar forms, Euler’s relations, De Moivre’s theorem.
- Components of a vector, vector addition, scalar and vector products, vector equations of lines and planes.
- Matrices and their applications, matrix determinants, eigenvalues and eigenvectors, inverse matrices, trace of a matrix.
- Matrix methods for solution of linear systems (including Gauss-Jacobi, Gauss-Seidel, Gaussian elimination, Gauss-Jordan, partial pivoting).
- Vector Spaces and linear maps
Professional Portfolio (20 credits)
This module lasts over the four years of the apprenticeship and acts as a record of the student’s developing professional practice. It will include termly reflections and target setting, a copy of six focused lesson observations per year, and directed reflective tasks.
Inclusive Practice (20 credits)
In this module we look at inclusive practice in education. This includes developing an understanding of the practices of differentiation and adaptive practice. Linking to the United Nations sustainable goals, we look at the importance of inclusivity in education. This leads to a consideration of how gender (identity), socio-economic status, ethnicity and being a looked after child can affect attainment. In addition, we will look at how young people's learning develops in primary school and how this links to the secondary context.
Issues in Mathematics (20 credits)
In this module we examine some of the wider debates within mathematics education. This includes a consideration of issues around international comparison and mastery, teaching for social justice, and examinations. Within our consideration of social justice we seek to discuss how issues linked to the United Nations sustainability goals can be taught in mathematics classrooms. In addition, we consider the debate around beliefs toward mathematics teaching including the Transmission, Discovery and Connectionist perspectives.
Applied Statistics (20 credits)
The module builds on Probability & Statistics by introducing students to new tools for statistical analysis that are applicable to a wider range of data than those taught previously. There will be an emphasis on applications to real data sets, ensuring that students are able to fully justify the use of given statistical methods and presenting outputs in a clear and concise manner. This will include:
- Analysis of variance
- Multiple linear regression
- Model justification and validation
- Non-parametric methods
Algorithms (20 credits)
This module will introduce students to some key algorithms in mathematics and how they can be implemented computationally. These include:
- Key programming features such as variables, operators, loops, logical operators, and functions.
- Graphing simple and complex functions.
- Writing lines of code to solve mathematical problems.
- A selection of key algorithms in mathematics covering a range of topics such as approximative solutions to equations and integrals, optimisation, sorting, and assignment.
Computational Mathematics (20 credits)
This module provides an opportunity for students to demonstrate and document their skills, knowledge and understanding of mathematics and its applications by undertaking a case-study project in computational mathematics. Students will be able to choose from a range of case study options, allowing them to focus on a mathematical topic or application that is of interest to them.
Content will be dependent on the student's choice of case study but all options will involve:
- The introduction of an unfamiliar theory or application of mathematics that extends on previous work.
- Guided creation of computational programmes to allow students to investigate the theory, application, or associated problems.
- Independent investigation using the programme(s) created.
- Open-ended problems that provide options for extending the case study.
Professional Portfolio (20 credits)
This module lasts over the four years of the apprenticeship and acts as a record of the student’s developing professional practice. It will include termly reflections and target setting, a copy of six focused lesson observations per year, and directed reflective tasks.
Curriculum Matters (20 credits)
The aim of this module is to widen student perspectives from teaching individual lessons to sequences of lessons, and the design of a curriculum. We will examine the intended, the implemented and the attained curriculums in mathematics. Linking to the theoretical, we will critique and construct a new unit of learning.
Professional Development in Mathematics (20 credits)
The aim of this module is to introduce a framework for understanding ongoing teacher professional development. Within this framework, we will examine a form of lesson study intended to promote student development and deepen teacher understanding.
Professional Portfolio (20 credits)
This module lasts over the four years of the apprenticeship and acts as a record of the student’s developing professional practice. It will include termly reflections and target setting, a copy of six focused lesson observations per year, and directed reflective tasks.
Completing your Apprenticeship
To achieve the apprenticeship, all apprentices must complete an End-Point Assessment (EPA). The EPA is an independent assessment that ascertains whether an apprentice is competent in their occupation.
Gateway
Gateway is the period of time between the end of the off-the-job training (practical period) and the beginning of the assessment period when EPA will take place.
At Gateway, the apprentice, employer and training provider will review the apprentice’s knowledge, skills and behaviours to determine whether they are ready to take their EPA. This is normally done at a Gateway review meeting which takes place near the end of the apprenticeship. At this meeting, all three parties will check that the mandatory aspects of the apprenticeship have been completed and that the apprentice is ready to take their final assessment(s).
Apprentices must meet the Gateway requirement set out in the assessment plan before the EPA judgement is made.
End-Point Assessment
The EPA for this apprenticeship is integrated into the programme. This means that the end-point assessment is administered by Nottingham Trent University and is part of our normal end-of-course procedures. There is no additional separate assessment that an apprentice needs to undertake for the EPA.
Details of the assessment elements can be found in the assessment plan.
The end-point assessment for this apprenticeship standard is the Examination Board.
Successful completion of this apprenticeship will meet the education requirements for recommendation for the award of QTS.
We regularly review and update our course content based on student and employer feedback, ensuring that all of our courses remain current and relevant. This may result in changes to module content or module availability in future years.
How you're taught
The course will be delivered online using the NOW online platform and a blend of engaging and interactive asynchronous content steered by direct engagement with our academics.
As an apprentice teacher, you will be supported by a personal academic tutor from the university, and by an in-school mentor throughout your development to become a recognised qualified teacher.
As one of our apprentices you will be a fully registered student of the university with access to all of our services from student support to our library. You are not required to visit our campus at any point, although are very welcome to do so.
How you're assessed
Modules with a mathematical focus are assessed via coursework and exams. Coursework assessments include practical tasks, reports and presentations.
Modules with an educational focus will be assessed through assignments and academic presentations. Apprentices will be asked to consider and evidence their developing understanding of secondary mathematics, current educational issues, and professional expectations.
Contact hours
What will the timetable look like?
Apprentices will work within their employing school on Mondays, Tuesday and Wednesdays. Their responsibilities and opportunities will be tailored to both their needs as a learner and to the needs of their employer. On Thursdays and Fridays, apprentices will engage in university-led online study, with a focus on developing study skills, mathematical knowledge, and education theory.
‘Off the job’ Training requirements and apprentice workload
A full-time apprentice must be employed full-time (at least 30 hours per week). The apprentice will need to spend at least twelve hours per week (or 40%) of their employed time engaged in their studies as a trainee teacher. This training cannot take place in the apprentice’s own spare time, and will take place during their employed hours.
Periods of what the DfE terms Intensive Training and Practice (ITAP) will take place at set points during the course. The ITAP may include some additional time in your placement school focusing on specific tasks during the first term of each year. The apprentice will also gain experience in a second school each year of their apprenticeship. This will take place in the first half of the spring term each year.
Careers and employability
If you’d like to know more about NTU’s groundbreaking Employability Promise, and the support you’ll receive both during and after your course, visit our Careers and Employability page.
Entry requirements
UK students
Standard offer: 120 UCAS points from up to four qualifications including a level 3 qualification in Mathematics such as Core Maths, AS Level Maths or A Level Maths, at any passing grade.
Other requirements: GCSE English and Mathematics at grade C/4 or equivalent. We accept the GCSE equivalency taken via equivalencytesting.com or astarequivalency.co.uk.
- Applicants who do not meet the standard entry requirements will be considered subject to experience and academic assessment.
- Individual employers may have additional selection criteria for their apprenticeships.
Additional requirements for UK students
Applicants with pending qualifications will be considered, but the qualification must be attained prior to enrolment. Anyone who is unable to provide the required GCSE certificate will need to complete a relevant equivalency test prior to enrolment.
The apprentice’s employer will work with us to set up and support the apprenticeship place. The employer will be responsible for ensuring that there is a qualified teacher at their school who will act as the apprentice’s mentor and is assigned a suitably experienced colleague to support them. The employer will also be responsible for ensuring that the apprentice can be released from their employment duties for a suitable proportion of their working week (usually one day a week).
The apprentice will need to be employed full-time as an unqualified teacher for a minimum of 30 hours per week and for the duration of the apprenticeship. Before the end of their course an apprentice will need to have had sufficient responsibility for full classes of students following an age-appropriate curriculum and discharged 80% of a full-time teacher’s role for at least six consecutive weeks.
An apprentice’s pay must at all times be in line with the minimum wage or above and the employer’s pay policy (noting that the employer may be a single academy or a multi-academy trust, or a local authority):
- if the employer is an academy trust, the salary must be in line with what is paid to unqualified teachers
- if the employer is a local authority, the salary must be between the minimum and maximum of the unqualified teacher pay range.
Meeting our entry requirements
Hundreds of qualifications in the UK have UCAS Tariff points attached to specific grades, including A-levels, BTECs, T Levels and many more. You can use your grades and points from up to four different qualifications to meet our criteria. Enter your predicted or achieved grades into our Tariff calculator to find out how many points your qualifications are worth.
Other qualifications and experience
NTU welcomes applications from students with non-standard qualifications and learning backgrounds, either for year one entry or for advanced standing beyond the start of a course into year 2 or beyond.
We consider study and/or credit achieved from a similar course at another institution (otherwise known as credit transfer), vocational and professional qualifications, and broader work or life experience.
Our Recognition of Prior Learning and Credit Transfer Policy outlines the process and options available for this route. If you wish to apply via Recognition of Prior Learning, please contact the central Admissions and Enquiries Team who will be able to support you through the process.
Getting in touch
If you need more help or information, get in touch through our enquiry form.
International students
We will review your identity documents / immigration status to verify your residency eligibility in line with the apprenticeship funding rules, at the application stage.
Additional requirements for international students
Getting in touch
If you need advice about studying at NTU as an international student, our international webpages are a great place to start. If you have any questions about your study options, your international qualifications, experience, grades or other results, please get in touch through our enquiry form. Our international teams are highly experienced in answering queries from students all over the world.
Policies
We strive to make our admissions procedures as fair and clear as possible. To find out more about how we make offers, visit our admissions policies page.
