Mathematics Degree

Hi, I want to do a degree in mathematics that will allow me to become a maths teacher… I have got offered BCC in Ulster and BBB in University of NewCastle, where should I apply, which is the best, I don’t want a university that’s too busy. Thanks

Reply 1

artful_lounger

Universities Forum Helper

Well a big choice is do you want to study in Northern Ireland or in the UK?

Note after your maths degree you'll still need to do a PGCE as I understand so any maths degree (or a degree with at least 50% maths content) is fine. So otherwise it's just a case of figuring out which is the best fit for you personally.

Reply 2

unichoice242

Original post

by artful_lounger

Well a big choice is do you want to study in Northern Ireland or in the UK?
Note after your maths degree you'll still need to do a PGCE as I understand so any maths degree (or a degree with at least 50% maths content) is fine. So otherwise it's just a case of figuring out which is the best fit for you personally.

If I done a degree in Finance and accountancy, would I be able to do a PGCE in maths, or Accounting and Education

Reply 3

artful_lounger

Universities Forum Helper

Original post

by unichoice242

If I done a degree in Finance and accountancy, would I be able to do a PGCE in maths, or Accounting and Education

I suspect those wouldn't be mathematical enough by themselves - for non-joint honours courses I think it tends to be more stuff like physics or engineering which is sometimes suitable. That said I believe maths is a shortage subject so you may be able to do an SKE to prepare for a maths PGCE?

Reply 4

unichoice242

Original post

by artful_lounger

What is a SKE, this is what the course entails

Introduction to Financial Accounting
Year: 1

The module establishes a strong foundation for students as they undertake the study of accounting. As such, the module identifies, develops and assesses a range of skills that are important within the context of double entry book-keeping, preparing financial statements, undertaking financial reporting and performing detailed analyses supporting aspects of the internal financial management of a business entity.

Contemporary Educational Issues
Year: 1

This module provides an orientation to central educational concepts and values with the intention of providing a critical foundation for later reflection and learning.

Facilitating An Effective Learning Environment
Year: 1

This module encourages students to reflect on and assess a variety of approaches to teaching and learning in creating effective learning environments. The module offers a theoretical and practical approach to exploring the educational policies and practices that foster the key conditions for creating an effective learning environment.

Digital Accounting and Analytics
Year: 1
This module is optional

Digital technologies for accounting and finance have advanced rapidly. Digital accounting has a major impact on how organisations collect, process, control and analyse accounting and financial data. This module offers students an opportunity to evaluate different digital accounting software packages for the purpose of ensuring they meet an organisation's needs.

Introduction to Finance
Year: 1
This module is optional

This module provides a student with an introduction to the discipline of managerial finance and an understanding of key financial decisions, and their implications, commonly considered by organisations. The module is concerned with the integrative nature of corporate decisions related to financial, economic and investment performance of a business relevant to corporate financial management. The module enables students to understand the key principles of financial management affecting business operations and undertake investment appraisal.

Professional and Academic Skills
Year: 1
This module is optional

The transition to university can be challenging for students as endeavour to meet many expectations. This module is designed to facilitate that transition and to the set students on a solid path to success as a student, a graduate and a citizen. The module is designed to be both developmental and supportive to students entering first year so that they can better understand and develop their academic, personal, and professional potential.

Year two
Financial Accounting I
Year: 2

The form and content of published financial statements; profit and loss account; balance sheet; cash flow statements; introduction to group accounts; analysis and interpretation of financial statements; regulatory framework of accounting.

Management Accounting
Year: 2

An important role of management accounting is to present accounting information to assist managers to plan, make decisions and measure performance. Key elements of practice in the discipline include approaches to costing, use of management accounting information, absorption costing, marginal costing, breakeven analysis, decision making, budgeting, standard costing, variance analysis, investment appraisal, statistical approaches, activity based costing and ethical issues.

Industrial Educational Placement
Year: 2

The module offers students an industrial placement (usually in a school context) where they contribute to the development and delivery of the host intuition's project. Students develop their skills at communicating with both staff and learners, contribute to a learning exercise and where appropriate take a lead role in delivering learning to small groups. Students develop their reflective capabilities through a community of practice in the University's VLE. Presentational skills are also developed through the end of semester showcase event summarising the learning journey.

Professional Skills Development
Year: 2
This module is optional

Increasingly employers are looking for graduates who cannot only demonstrate their academic capabilities, but perhaps more importantly, who can demonstrate their professional credibility. In response to employer expectations and the graduate skills gaps, this module will serve to support the student's personal and professional development and facilitate their journey towards career readiness.

Learning and Teaching with Technology
Year: 2
This module is optional

This module will equip students with the skills and understanding to collaborate online with other students, focusing on the application of ICT in teaching and learning at macro and micro levels. They will be required to assess their own personal style of learning and discuss the implications for online learning. They will also develop their research and information seeking skills, as well as their written and communication skills, enabling them to present assessed work to an appropriate standard.

Physical Health and Wellbeing
Year: 2
This module is optional

The module will introduce students to an appropriate range of theory connected to physical health and well-being in the context of children and young people's education. Students will have the opportunity to explore issues through practical based workshops where the emphasis will be on applying theory to practice. Assessment will comprise of one written assignment and one individual presentation.

Managing Financial Performance
Year: 3

This module traces the development of management accounting theory and practice in the context of change in the modern business environment. The module examines the social, technological and international challenges to management accounting.

Audit and Assurance
Year: 3

This module introduces the student to the conceptual and theoretical fundamentals of auditing combined with the practical application of auditing principles and the issues encountered in a financial reporting and audit environment. It identifies the skills that a professional auditor must have and how best to utilise those skills in the audit of economic sustainable profit and non profit organisations.

Sustainability Reporting and Governance
Year: 3

Sustainability reporting is critical for businesses to measure performance and to meet stakeholders demands for broader information on a business's environmental, social, and governance activities. Capturing, recording, measuring and communicating sustainability information is essential in a dynamic business environment. Good corporate governance leads to high quality sustainability reporting. This module develops the students' appreciation of sustainability reporting and the corporate governance that leads it.

Inclusive Educational Practices
Year: 3

This module is about exploring inclusive education in a world that is ever increasing in diversity. It focuses on practical and theoretical knowledge in inclusive education settings. The module makes links between marginalised groups, society, education and culture. It explores theories about inclusive societies and education to promote understanding and respect. It explores pedagogies and approaches to supporting the teaching and learning of people in genuinely inclusive educational settings.

Multicultural education and language learning
Year: 3

This module is about exploring learning and teaching in a world of increasing linguistic and cultural diversity. It focuses on practical and theoretical knowledge in multilingual and multicultural education settings. The module makes links between language, culture and identity; it explores theories about intercultural competence, multilingual learning processes and identifies and evaluates pedagogies and approaches to supporting the teaching and learning of people in multilingual and multicultural educational settings.

Diploma in Professional Practice
Year: 3
This module is optional

This module provides undergraduate students with an opportunity to gain structured and professional work experience, in a work-based learning environment, as part of their planned programme of study. This experience allows students to develop, refine and reflect on their key personal and professional skills. The placement should significantly support the development of the student's employability skills, preparation for final year and enhance their employability journe

Reply 5

artful_lounger

Universities Forum Helper

Original post

by unichoice242

What is a SKE

You can read most about SKEs here:
https://getintoteaching.education.gov.uk/how-to-apply-for-teacher-training/subject-knowledge-enhancement
https://www.gov.uk/guidance/subject-knowledge-enhancement-an-introduction

I don't think a finance degree will have sufficient maths. You'd really want a degree that continues maths beyond A-level to a more advanced level. A maths degree would be ideal, or a joint honours degree in maths. Physics or engineering (perhaps computer science) may also be suitable.

(edited 11 months ago)

Reply 6

LJMUStudentReps

Official Rep

Hey there!

As mentioned above you will need do do a PGCE (teaching qualification) afterwards, so any maths related degree should be fine (maths and potentially accounting/finance).

It is worth noting that PGCEs are offered for the level of education - so you can do a PGCE in primary education, which will allow you to teach at a primary school level, PGCE in secondary education for secondary school and PGCE in post-compulsory education for teaching at a university level

Jorja (LJMU Rep)

Reply 7

unichoice242

Hi, would my degree in finance and education be sufficient?

Reply 8

Muttley79

Original post

by unichoice242

Hi, would my degree in finance and education be sufficient?

Is it 50% Maths? Personally we wouldn't interview you for a maths job with that degree.

Reply 9

melancollege

Universities Forum Helper

Original post

by Muttley79

Is it 50% Maths? Personally we wouldn't interview you for a maths job with that degree.

May be worth noting that this poster's views don't represent every school. Many schools are (desperately) short on Maths teachers and would gladly accept those with a degree that is 50% Maths if you have the right teaching qualifications afterwards.

Reply 10

Muttley79

Original post

by melancollege

I think you will find Finance is not a degree many schools will accept. Engineering or CS, yes but few schools will be that desperate to go beyond that!

Reply 11

elliequinn1

Original post

by unichoice242

Hi! If you’re looking for a quieter, more supportive environment, Ulster could be a great fit. The campus isn’t as hectic as bigger universities, and you’ll still get a strong education to set you on the path to becoming a maths teacher. Plus, the lower entry requirements (BCC) mean less pressure, letting you focus on your studies. It’s definitely worth considering!

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