How a subject knowledge enhancement course prepared me for teacher training
I was considering becoming a maths teacher but had not done any maths for years and did not have a maths degree. Then, whilst researching my options on the Get Into Teaching website, I discovered that I met the criteria to study a Subject Knowledge Enhancement (SKE) course for maths.
SKE courses vary in length and are offered at educational establishments or online. I chose to study my SKE full-time, face-to-face at Birmingham City University. The maths team there were amazing.
The focus of the course is to ensure that trainees’ subject knowledge is at a level appropriate for commencing teaching mathematics in secondary schools. I completed a ‘skills audit’, the sole purpose of which was to highlight areas of weakness. These areas were used by the maths team to tailor my learning and give me clarity for personal studies — helping me to work efficiently and effectively.
The maths team used several styles to teach the engaging material. Each session was all-inclusive, with lecturers ensuring that all students were engaged with the material. There was a great deal of assessment for learning, mini tests, and a final exam.
The SKE course at Birmingham City University delivered much more than I had expected — I took part in workshops where I taught a few children in a school environment. I was briefed before starting and debriefed at the end. I was advised to write a reflection after each session and included them in meeting some of the Teachers’ Standards.
I learnt how to produce good quality class resources, which I then used with pupils in the workshops; this was awesome and the learners enjoyed their sessions. A common request from the pupils in each workshop was that the SKE team come to all their maths lessons — some students even showing us their timetables in their planners to facilitate this!
I learnt about leading educators, became acquainted with much of their material and used some in workshops, met and built great relationships with other students — which continue onto the PGCE course and are priceless — and became acquainted with the university and the use of its different systems etc.
I understand that for some people an online course is perfect and I do not doubt that these are super courses but in my opinion, they cannot offer this level of rich quality added value. All staff in the maths department welcomed all questions, which were answered immediately or very soon afterwards. SKE students also asked questions amongst themselves and learnt from each other.
A few hours before a session was due to begin, groups of students could be seen sitting together discussing, for example, different ways to teach a particular topic. Often one student would take the lead to teach circle theorem for example, and students could be seen with whiteboard pen in hand, building confidence in their board work with other students as their critics.
I would strongly recommend the SKE course to anyone thinking of becoming a maths teacher; I actually think it should be a prerequisite for the secondary mathematics PGCE, even if a student has a maths A Level or beyond, as they may have forgotten some GCSE topics and may not be familiar with the new grading system. Also, the ability to pass exams well does not automatically translate into being a good teacher or into having the ability to explain things so clearly that every child in the class understands what is being taught irrespective of their ability.
I strongly recommend the face-to-face course because it provides so much more than simply enhancing one’s maths knowledge and, in my opinion, gives an advantage and a great confidence boost at the start of a PGCE.
