Suggested route and time scale

As the programme unfolds, you will begin to develop research methods and skills as well as being given the opportunity to reflect critically on your own practice and what you believe makes “great instruction”. You will also be asked to consider an alternative approach to teaching mathematics based on the Japanese approach to teaching through problem solving. Not only will this involve some background reading but also critiquing an actual lesson using the APEC guide to planning and analysing lessons.

This section is assessed through a 4000-5000 word essay based upon “Critical Reflection on Practice” but built up through a series of smaller patchwork texts. This will be worth 30 credits.

You will then be challenged to further extend your own practice by studying more examples of “great instruction” from other countries such as Japan, Singapore and Finland. Much of this will be based on “Teaching through problem solving.”

You will then be asked to trial certain teaching activities supplied by us that will give you the opportunity to explore a new dimension of teaching. We only ask that you “suspend any disbelief” that you might have about alternative forms of teaching and try the activities exactly as they are presented. This will first involve you actually doing the activity for yourself as well as reflecting on how your pupils might respond to the activity. You then teach the activity. This is then followed by a period of reflection.

You will be given all of the necessary forms needed to create your patches, which will then form another 4000-5000 word essay based upon “Developing Practice through a Project.” At this point you will have 60 credits and can “cash in” for a PGCert if you so choose. It is expected that it will take you one year to reach this point.

If you wish to continue with your studies you will then be asked to tackle two further assignments based upon “Making an argument” and “Understanding the use of data”. In this section of work you will be asked to read a series of relevant articles and make as case for teaching through problem solving. This should be supported by evidence from your own classroom, which will lead into “Understanding the use of data.” Once again you will be given all you need to complete this section of work.

Successful completion of these two modes of assessment will bring you current tally to 120 credits that can be “cashed in” for a PGDip if you so desire. It will have taken you two years to reach this point.

You can, however, then move onto the dissertation stage where you effectively put all you have learnt in the previous two years into an action research project. Full details of which will be attainable from us. It is likely to take another year for this stage although some teachers take a little longer.

Ready to begin?

Click here