In conjunction with Secondary Lead School partners, the University of Chester offer Mathematics (11-16 with sixth form enhancement) as a subject specialism leading to the award PGCE with QTS. When taught well, mathematics can provide learners with a connected knowledge of mathematical concepts that results in deeper understanding. This course is designed to develop passionate mathematics teachers who have a clear desire to engage pupils and inspire their interest in the subject. We aim to develop knowledgeable, innovative and reflective practitioners who have a clear philosophy of learning and genuine interest in developing their teaching. Mathematics is taught in conjunction with Lead Secondary Partners: Alliance of Leading Learning, Salop Teaching Partnership, Teach Cheshire, Sandstone Trust and Wade Deacon Trust. The PGCE Secondary Mathematics course aims to support mathematics associate teachers to: Develop an understanding of the theories and principles of learning in mathematics Interrogate current pedagogies in mathematics education and explore how they can be used in the classroom Engage in the issues and debates about learning and teaching in mathematics Develop an understanding of curriculum planning in mathematics and the ways in which teachers can contribute to the design of an engaging curriculum Understand assessment of, and for, learning in mathematics Understand and develop strategies that promote progress and provide all pupils with the opportunity to meet expectations Reflect on, and refine their own teaching. During the course, mathematics associate teachers will develop subject and pedagogical knowledge in order to understand what deep conceptual understanding and reasoning mean in the context of mathematics education. The course is designed to develop mathematics teachers who are reflective practitioners and who will be inspired to: Articulate their beliefs about the nature of mathematics and mathematics education and realise their classroom expectations Begin to understand the complexities of how people learn mathematics and to translate this understanding into classroom action Make sense of the relationship between the emotional and cognitive aspects of learning mathematics Develop stimulating lessons within an atmosphere for learning Develop their mathematics knowledge alongside their mathematics teacher knowledge Understand and analyse the mathematics curriculum.