Professional development day for student maths teachers

Student teachers studying on our (Secondary) Mathematics PGCE had an observation day in a school setting to help with their professional development. 

The student teachers visited a range of settings where they observed an area of pedagogical interest, or an area linked to their career ambitions. Settings included primary and secondary schools, and a sixth form college. 

Senior lecturer Nicola Tuson said: “The professional development day is very important and supports the learning student teachers undertake both at university and on placement.  

“Being able to enter a school setting and just observe enables the students to reflect on what they might be able to take forward in their practice.” 

Student teachers Ola, Mia, Keith, Elena, Anna and Jesica reflected on what they gained from their day and how it will benefit their teaching career. 

Ola – Willingdon Community Primary School 

“I visited Willingdon Community Primary School to better understand the linkages between pre-secondary and secondary mathematics education. My focus was on how recognizing these connections can foster continuity in learning, provide a more coherent educational experience, and boost pupil confidence and motivation. 

“The visit highlighted that I have been underestimating the abilities of Year 7 pupils. Observing Year 6 students’ ability to follow routines, take on responsibilities, and self-assess during tasks showed me that Year 7 pupils could perform even better. Moving forward, I will integrate routines, role designation, and a pupil-centred approach into my own teaching. 

“The students’ ability to recall formulas confidently has also encouraged me to introduce more formulas that are age-appropriate for Year 7 pupils. Additionally, I plan to incorporate available teaching resources into my lesson planning.  

“This will enhance my efficiency and allow me to inspire, motivate, and challenge my students effectively.” 

Mia – Heron Park Primary Academy 

“I chose the primary school because primary schools teach foundational literacy and numeracy skills which are used across all subject areas. Without these basic abilities, all subject areas become inaccessible to the student. Gaps appear which can affect a child’s learning in multiple subjects, such as English, history, geography, science, maths and IT. 

“What I have learned the most today, was having good manipulatives in the classroom. I believe that manipulatives do more than just support understanding. They’re powerful tools for enhancing problem-solving skills. By allowing students to physically manipulate and visualise mathematical concepts, they can more easily devise strategies to tackle complex problems. 

“Many students think maths is not fun. But introduce some colourful counters or interlocking cubes, and suddenly the classroom was full of eager mathematicians. I will take this hands-on approach for my own classroom.” 

Keith – Cardinal Newman School 

“My area of interest is leadership and inclusion. My raison d’état is community and progression of community. The only way to achieve that is through cohesion and that is found through guidance and leadership. Leadership starts in the development of good teachers of whom want the poorest sections of society to succeed as well as assisting the privileged sections of society. In plain English, leadership is inclusive to all that it encounters. 

“The school environment from the school gates to the classroom was calm. Calm with an essence of authority. Every member of staff was professional, friendly and willing to help their colleagues and pupils with equal fairness and learnedness. The cogs of progression of this school turned with such ease that I did not realise either the time or my own ease of fitting in. 

“Overall, the organisational approach in which what I witnessed, a well-oiled machine, was uniquely positive to my vision of leadership of good teachers. Where clearly the teachers are relaxed and able to teach because their pastoral resources are unquestionably supported. 

“Good leadership allows the workforce to progress. Formula: Strong pastoral leadership = strong teaching performance and inclusion.” 

Elena – Bede’s School Sixth Form 

“My area of interest was exploring A-level education and understanding how it supports students in transitioning from GCSE to more advanced study, while preparing them for higher education and future careers. This visit was my first experience in a sixth form setting, and it provided valuable insights into the distinctive teaching approaches and the learning environment in an independent school. 

“Students were regularly stretched and challenged, with the teacher using carefully scaffolded questions and long pauses to encourage independent problem-solving and deepen understanding. I also observed peer tutoring as a regular feature, where students supported each other in understanding complex concepts. This collaborative approach seemed to enhance both their understanding and their confidence. 

“A further noteworthy observation was the emphasis on mathematical language, notation, and definitions. Teachers frequently paused to clarify terminology, ensuring that students developed both conceptual understanding and precise mathematical communication skills. Another teaching strategy that stood out was the practice of demonstrating multiple methods for solving problems. Students were encouraged to choose the approach that suited them best while also recognising when a specific method might be more efficient under exam conditions. 

“Going forward, I aim to incorporate several of these practices into my teaching. These approaches will support me in creating a more inclusive and student-focused learning environment.” 

Anna – Cavendish School 

“The focus of my PDV was Behaviour and Culture. At the school I visited today, they call it Climate For Learning. I think this name is very suitable for an aspect of school life where learning is always at the centre and is determined by the climate around it. 

“I observed 4 lessons, two of them were with Y7 and the other two with Y10, I had an opportunity to watch both top and lower sets, join in the lesson and talk to the pupils. In all of the lessons expectations were clear and reinforced, but I also noticed fairness and non-confrontational attitudes of the teachers. The climate was that of inclusivity, calm and excellence (which is also the school’s motto). I also joined a Y7 tutor time, outside lunch duty by the football pitch, and had a meeting with the Climate for Learning Deputy Headteacher who talked me through the school’s attitudes towards sanctions and rewards and policies. 

“There are a few observations I made, that I think make a difference to the pupils’ general attitude towards learning and their overall behaviour. These included every pupil having a diary, every pupil is responsible for bringing in their own equipment and workbooks, the uniform policy is fairly strict, and the school has no mobile phone policy. 

“While the school is not doing anything radical or unusual, it has been successful in creating a great morale and a happy atmosphere, conductive to learning as well as teaching. They seem to have done it through a considerate, firm but fair and consistent approach to everything they do.2 

Jesica – Southover C of E Primary School 

“In my first placement school, students who enrolled came from three different primary schools, but not only was it easier to identify those from one school, but also their learning styles and prior knowledge stood out distinctly. These students adapted to the secondary school environment more easily than their peers. They were able to articulate themselves more effectively, not only in maths but also in other subjects.  

“This sparked my interest in exploring how this primary school prepares its students for the transition to secondary education. There were also aspects I wanted to explore further, such as the challenges involved, who is responsible for the transition process, and the key strategies used to support students. 

“The observations I made on the transition from primary to secondary school underscore the critical role that comprehensive planning and support systems play in ensuring a successful shift. The blend of academic readiness and social integration is essential for easing the emotional and psychological challenges that many students face during this time. 

“This reflection has deepened my understanding of the importance of the transition period and how integral it is to long-term academic and personal growth. It has further inspired me to explore ways in which I can contribute to this process, whether in a teaching, leadership, or support role, to ensure every student feels fully prepared and supported in their move from primary to secondary school.” 

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