TDA PPD Courses for Teachers

CIMT has designed a suite of Modules (at M Level), funded by the TDA (Training and Development Agency) for personal professional development (PPD) in mathematics education, primary and secondary, that can be delivered in a variety of modes. The initial development of these modules was funded by the Esmée Fairbairn Foundation.

We are particularly keen to engage with whole departments at secondary level and with all teachers of mathematics in primary schools anywhere in England and Wales although we are happy to work with consortiums of teachers around the country.

The three new modules are briefly summarised below with further details available by clicking on the module title.

Module 1 (MEMA518) - Collaborative Practice for Enhancing Mathematics Teaching
This module enables participants to focus on the use of collaborative practice to enhance the teaching of mathematics. By teachers working together in a group, lessons will be planned, observed and evaluated and then action points, related to effective mathematics teaching, will be agreed. It will give participants the opportunity to both improve their own practice and to help others.

Module 2 (MEMA520) - Effective Mathematics Teaching
This module enables participants to focus on effective practices to enhance the teaching of mathematics with a strong focus on whole class interactive teaching. It will give participants the opportunity to both improve their own practice and to learn from others and to evaluate the impact of resources, including ICT, to improve their teaching and pupils’ learning.

Module 3 (MEMA519) - Teaching Mathematical Foundations, Applications and Enrichment
This module enables participants to focus on the use of personal mathematical development whilst engaged in its teaching; the mathematics covered (with options that relate to personal knowledge and skills) will range from Foundations to advanced topics and will incorporate extension and enrichment activities to provide motivation and creativity in teaching mathematics.

Assessment - Learning Outcomes
At the end of each module, the learner will be expected to be able to:

  • identify, select, critically analyse and evaluate educational ideas, perspectives, theories or data relevant to an appropriate area of study; undertake a critical, imaginative and ethical investigation; relate theory to practice.
  • formulate a coherent set of aims and objectives which effectively utilise available resources; organise and manage your study.
  • locate your work within a broader context, usually through ideas, perspectives and theories from educational literature.
  • adopt a questioning, reflective and critically aware stance throughout the study.
  • choose and implement appropriate media and processes in relation to ideas, aims, intentions and context.
  • select and apply appropriate methodologies to your stated objectives and utilise them competently and methodically.
  • show clarity and coherence in structure, writing conventions, style, presentation of evidence and argument and ensure the work is readable, accessible to its intended audience and effectively communicates the intended meaning.
  • generate 'new' ideas and connections, apply existing material to new contexts or reappraise or critique familiar material; further, combine or resolve uncertainties, identify similarity, difference and interconnection, take risks and use rational and intuitive thinking.
  • apply these generic abilities and qualities to one of the specific PGDip assessment modes;
  • Critical Review of a Body of Knowledge
  • Data Collection & Analysis
  • Developing Practice through a Project
  • Reflecting on Practice
  • Making an Argument
  • More details about the five PGDip assessment modes for the modules can be found within the detailed description section for each module

    If you would like to participate in our courses over 2009/10 and 2010/11, please contact either David Burghes (email: or Russell Geach (email: ) or telephone on 01752 585346.