Continuing Professional Development
If you are already a qualified teacher we have a range of CPD (Continuing Professional Development) courses to develop and enhance the classroom practice and leadership and management skills of practising teachers, with the possibility of modules leading to an MA in Education or Mathematics Education.
We are fortunate at Chichester in having the Mathematics Centre on the Bognor Campus. The Mathematics Centre was created in 1986 in order to initiate, promote, research and evaluate developments in the learning and teaching of mathematics. The Centre enjoys an international reputation through its curriculum development research projects in mathematics. Much of the centre's work is linked to CPD and new initiatives in Mathematics Education, but often there will be open workshops or conferences which undergraduate students may attend. The Mathematics Centre runs the MA Mathematics Education programme.
Courses for Teaching Assistants
If you are a teaching assistant in the Foundation Stage, in a primary or secondary school and are seeking professional development, we can offer a range of flexible study routes for you.
Foundation Degree in Teaching and Learning Support
Higher Level Teaching Assistant (HLTA) Status
Courses for Mathematics Teachers
The following modules are being offered during the Summer Term 2010:
Assessing Pupil Progress for Primary Teachers
ICT and the Mathematics Curriculum (also being offered for Autumn Term 2010)
Please also see our main MA Mathematics Education section.
National Award for Special Educational Needs Coordination
The University of Chichester has a well-established reputation in SEN training and is committed to developing programmes that promote inclusive practice in schools. We are pleased to announce that in September 2009 the University of Chichester was awarded TDA funding to run an accredited training programme for SENCOs. This is a DCSF initiative enabling SENCOs to gain a Post Graduate Certificate in Professional Practice qualification and enhance their role in the leadership and management of provision for pupils with SEN in their school. Read more>>