Maths teachers are in demand! Prepare for a career teaching Maths at key stages 3, 4 and 5 levels and receive extra financial support.
Why Train to Be a Maths Teacher?
By training to teach maths, you’ll be embarking on a career that has more than just financial rewards. It also offers exceptional job satisfaction, as you get to help young people conquer a skill integral to their long-term success in life and other academic subjects.
As a Maths teacher, you are responsible for finding interesting ways to engage students in your subject area. You will create lessons plans and schemes of work that allow students to explore your subject and strengthen their skills. Setting and marketing assignments are a core part of the job, as well as assessing students and recording their progress via data and reports. You will usually be part of a large department, working with colleagues to find the best ways to teach - sometimes beyond the classroom via homework clubs, extra study sessions, or by using other engagement tools, such as a school-wide Maths Puzzle of the Week.
What Skills Do You Need to Be a Maths Teacher?
A desire to support students to achieve their very best is key - along with a passion for your subject. Communication skills are also an asset, as you try and explain mathematical concepts to students of all abilities; but you will also need to communicate with parents, explaining students' progress and suggesting ways they could support them. Being organised definitely helps; and patience and a sense of humour are useful too!
What Do We Cover in Maths Teacher Training?
You will be trained to teach Mathematics at key stages 3, 4 and 5.
This includes training in university, via STSA's professional learning courses, and as part of your school placements, as detailed below:
Our academic partner is Sheffield Hallam University, whose course is rated as ‘Good’ by Ofsted. At university, you will have the opportunity to hone your mathematical skills via seminars, workshops, lectures, group work, directed tasks and written assessments. You are assessed through supportive, collaborative means, helping you to grow and improve.
In STSA Professional Learning Courses
We run a number of STSA professional learning sessions throughout the year. These days are a great opportunity for our trainees to come together, catch up and share their experiences. Our trainees tell us this is a highly valued part of our course.
Examples of topics covered include:
- The Professional Teacher
- Lesson/scheme design
- Assessment: marking and feedback
- Data collection and analysis
- Barriers to learning
- Organisation of self
- Knowledge of consecutive key stages
- Role of SENCO
- Behaviour management
- Building resilience
- Child development
- SEND and inclusion
- EAL and new arrivals
- Collaborative team teaching
- Communication with parents
- Planning for transition
The STSA team are on hand throughout the course to help you with any issues or questions you may have.
During your School Placements
Our course includes high-quality placements in two of our partner schools, providing experience in contrasting settings – which is part of the Department for Education (DfE) regulations for Initial Teacher Training (ITT). Your main placement is approximately 24 weeks over the academic year, whilst your complementary placement is approximately 6 weeks. You also have a 2-day experience in a primary setting.
You will have your own mentor in each school, who will meet with you regularly and provide support and advice. They will also assess your teaching in school.
You can find out more about what to expect on our course here.
You will always be developing as a teacher and could progress to a head of subject role, or even head of a department or faculty. Some teachers decide to specialise in pastoral work, taking on a head of key stage/year group role. From middle management, you could then progress into senior leadership as an assistant, deputy or head teacher. With multi-academy trusts growing in number, there are also new opportunities working across a number of schools, taking on responsibility for your particular subject.