BSc (Hons) Mathematics and Secondary Teaching (QTS)

3 Years On Campus Bachelors Program

University of Chichester

Program Overview

This degree combines rigorous mathematics with professional training in teaching, enabling students to graduate ready to teach mathematics in secondary schools. It suits those who are passionate about maths and want to make a difference — both in solving abstract problems and helping others learn them effectively.

Curriculum structure:

Year 1
In the first year, the student builds a strong mathematical foundation while beginning to explore educational theory and school practice. They study modules such as Core Mathematics 1: Mathematical Structures (exploring logic, proof, algebraic structures and ideas behind school-level maths extended beyond A‑Level), and Introduction to Curriculum and Subject Knowledge (Mathematics) — which helps them understand not just mathematical content, but how to teach it effectively. In parallel, they take education‑oriented modules like Learners and Learning Communities, The Effective Educator, and School Experience 1, giving early exposure to classroom environments and foundational pedagogical skills.

Year 2
In the second year, the student advances both their mathematical understanding and pedagogical competence. Mathematics classes cover topics such as advanced calculus, probability and statistics, and network analysis — equipping the student with deeper subject knowledge. Education modules build on classroom theory and practice: they include Perspectives in Research in Mathematics Education, Teaching and Learning Mathematics, and Introduction to Statistical Theory; these develop their awareness of how students learn, how to design effective lessons, and how to bring research and theory into actual teaching. Meanwhile, school‑placement components offer more practical teaching experience in secondary contexts.

Year 3
In the final year, the student rounds out their preparation for a teaching career by deepening both subject mastery and classroom readiness. Mathematics modules may include advanced calculus, game theory or optimisation, statistics and applications — ensuring a broad and solid mathematical grounding. On the education side there is a major module such as Independent Project – Critical Pedagogical Analysis, and Perspectives in the Teaching and Management of Mathematics — these help the student reflect on teaching practice, understand school leadership and curriculum management, and refine their personal teaching philosophy. A long final placement in a secondary school helps them become confident, competent, and ready for real‑world teaching.

Focus areas:
Mathematics content (calculus, statistics, network analysis, probability, advanced mathematical theory), pedagogical knowledge (how to teach mathematics, curriculum design, inclusion, diversity, educational research), and professional teaching skills (classroom management, lesson planning, school experience).

Learning outcomes:
Graduates will master secondary‑level mathematics deeply, understand how to teach mathematics effectively to diverse learners, be familiar with curriculum and assessment practices, and be equipped to manage a classroom and support student success. They will emerge both as strong mathematicians and capable, reflective, and inclusive educators.

Professional alignment (accreditation):
On successful completion, students are recommended for Qualified Teacher Status (QTS) — the professional credential required to teach mathematics in secondary schools in England and Wales.

Reputation (employability & outcomes):
The University of Chichester has been recognised with an “Outstanding” inspection rating by Ofsted for its primary and secondary teacher education provision. Trainees have consistently rated teaching on this course very positively. Graduates often move directly into secondary‑school teaching roles, and many go on to further professional development or postgraduate study.

Experiential Learning (Research, Projects, Internships etc.)

The BSc (Hons) Mathematics and Secondary Teaching with QTS at University of Chichester combines deep mathematical learning with hands-on teaching training — so students don’t just learn advanced maths, they learn how to teach it effectively in a real classroom. Throughout the degree, students alternate between university-based study and real-world teaching placements, gaining practical experience managing classes, planning lessons, and applying pedagogical theory.

Specifically:

Students study advanced mathematics — including topics such as advanced calculus, statistical theory and applications, network analysis, optimization, and game theory — helping them build subject-knowledge at a high level.
Pedagogical training: Modules cover how to teach maths, how to translate subject content into classroom learning, and explore the theory behind learning, inclusion, equality, and diversity in education.
School placements: Over the three-year programme, students spend a total of 120 days in partner secondary schools (for ages 11–16, with possible post-16 enhancement) — gaining hands-on experience managing classrooms, planning lessons, and teaching mathematics under supervision.
Resource support: Students have access to a dedicated pool of classroom-teaching resources (posters, teaching kits, books, visual aids, curriculum materials) that they can borrow and use during placements, helping them develop engaging and effective lessons.
Small-group and personalised support: The course emphasises small class sizes and close mentorship, enabling close professional relationships with instructors and tailored guidance for both mathematics mastery and teaching skills.

Course Structure & Academic Breadth

The programme integrates subject-knowledge and pedagogical training: students study core and advanced mathematical topics (e.g., calculus, statistics, probability, network analysis, mathematical modelling) — ensuring strong mathematical command.
Alongside maths, students take modules focusing on how to teach: covering curriculum knowledge, teaching theory, learning behaviours, social justice, equality and inclusion, classroom management, and educational research — preparing them to address diverse learners and educational contexts.
Progressive school-based training: Early in the programme, students begin with shorter school experiences, observing and assisting; in later years they undertake longer placements, eventually taking responsibility for full classes — building confidence and professional competence gradually.

Progression & Future Opportunities

The BSc (Hons) Mathematics and Secondary Teaching (QTS) at University of Chichester equips graduates to become qualified secondary‑school mathematics teachers — ready to teach pupils aged 11–16. Upon graduation, they will possess both deep mathematical knowledge and pedagogical competence, enabling careers such as secondary mathematics teacher, educational curriculum developer, mathematics tutor, or further‑study route into educational research or policy.

The programme leads to a recommendation for Qualified Teacher Status (QTS), which qualifies graduates to teach mathematics in secondary schools in England and Wales.
Students study fundamental and advanced mathematics (mathematical structures, modelling, statistics, calculus, graph theory, probability) alongside modules on pedagogy, inclusion, curriculum knowledge, and education theory — building both subject mastery and teaching skills.
The course includes around 120 days of school placements across secondary schools, giving hands‑on classroom experience, practice in lesson planning, classroom management, and exposure to real teaching environments.
The University has been recognised by inspection authorities: the institution’s teacher‑education provision was rated “Outstanding,” underlining high support, training quality, and graduate readiness for teaching roles.
Student feedback is strong: recent surveys report high levels of satisfaction with teaching quality, learning opportunities, academic support, and assessment/feedback — indicating a supportive learning environment for future teachers.

Further Academic Progression:
After completing the degree, graduates may continue with postgraduate studies in education — for example a master’s in education, inclusive or special education, or educational leadership. Alternatively, they may pursue further professional development, specialize in areas such as educational policy or curriculum design, or transition into roles in educational research or administration leveraging both their mathematics and pedagogical training.