Additional Diploma in Teaching Numeracy in the Post-16 Sector
Course overview
| Qualification | Advanced Diploma |
| Study mode | Part-time |
| Duration | 1 year |
| Intakes | September |
| Tuition (Local students) | Data not available |
| Tuition (Foreign students) | $ 1,643 |
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Admissions
Intakes
Fees
Tuition
- Data not available
- Local students
- $ 1,643
- Foreign students
Estimated cost as reported by the Institution.
Application
- Data not available
- Local students
- Data not available
- Foreign students
Student Visa
- Data not available
- Foreign students
Every effort has been made to ensure that information contained in this website is correct. Changes to any aspects of the programmes may be made from time to time due to unforeseeable circumstances beyond our control and the Institution and EasyUni reserve the right to make amendments to any information contained in this website without prior notice. The Institution and EasyUni accept no liability for any loss or damage arising from any use or misuse of or reliance on any information contained in this website.
Entry Requirements
Admission requirements include:
- At least four hours of maths (numeracy) teaching a week over the academic year;
- A sound general education including GCSE in English (grade C or above) or equivalent Level 2 qualification;
- A full teacher training qualification (eg DTLLS)
- A pass in the initial assessment test
- Someone who is willing to act as a mentor at institution of choice.
Curriculum
Topics studied include:
- The social context of numeracy
- Factors that affect learning of numeracy, including SLDs and other barriers
- The language of maths, terminology and notation
- Theories of teaching and learning in maths and numeracy
- Teaching mathematical concepts
- Mathematical problem solving
- Assessing learners' needs, goals and expectations
- Planning learning programmes for numeracy
- Current assessment policy and practice
- Using the assessment cycle and other forms of assessment
- Developing resources
- Meeting outcomes and learners' expectations