Edinburgh Napier University

What you'll study

This programme combines advanced mathematical subject work with contemporary teaching methods and practical classroom experience. Core areas include curriculum design for secondary mathematics, subject‑specific pedagogy (algebra, calculus, statistics and numeracy across age ranges), assessment for learning, differentiation and inclusive practice, behaviour management, and use of digital technologies to support mathematical learning.

Study typically mixes taught modules, seminars and workshops with extended school placements. Modules you can expect to encounter are:

• Mathematics Subject Knowledge – consolidating and extending mathematical content knowledge relevant to secondary curricula and Higher/Advanced Higher levels.
• Pedagogy and Curriculum – theories of learning, lesson design, sequencing mathematical concepts and curriculum planning.
• Assessment and Feedback – formative and summative approaches, designing assessments that support progression and diagnostic feedback techniques.
• Inclusive Practice and Additional Support – adapting teaching for diverse learners, strategies for supporting learners with additional support needs.
• Professional Practice (School Placements) – sustained periods in partner secondary schools where you plan and teach classes under mentor supervision and reflect on professional growth.
• Classroom Management and Professionalism – behaviour strategies, safeguarding, professional standards and working with parents and colleagues.

Entry requirements

Applicants are normally expected to hold a UK honours degree in mathematics, mathematics with education, or a closely related numerate subject. A good standard of subject knowledge is required; candidates without a mathematics degree but with substantial evidence of equivalent mathematical competence may be considered.

Additional application requirements typically include a personal statement outlining motivation and experience, academic references, and evidence of recent experience working with young people (for example, tutoring, classroom volunteering or similar roles). As this programme leads to school‑based practice, satisfactory background checks (such as an enhanced DBS or PVG check) and fitness to practise clearance are required before placement.

Applicants whose first language is not English will need to demonstrate proficiency in English to the university's standard for postgraduate study.

Career prospects

Graduates of the Graduate Diploma in Education (Mathematics) are prepared to teach mathematics across the secondary age range and to progress within the teaching profession. Typical roles include secondary mathematics teacher, numeracy coordinator, curriculum developer, or specialist teacher for intervention and support programmes. With classroom experience and further professional development, graduates can move into senior leadership roles such as faculty head, department lead or school leadership positions.

Many graduates also pursue further study or professional qualifications to gain full teacher registration where required, specialise in areas such as assessment or special educational needs, or move into related education sector roles including educational publishing, tutoring, or policy and curriculum work.

Why study at Edinburgh Napier University

Edinburgh Napier offers a practice‑oriented approach with strong links to local schools, ensuring that theoretical study is closely integrated with sustained, supervised school placements. The university emphasises employability and professional readiness, supported by experienced tutors and subject specialists who are familiar with Scottish and broader UK curricula.

Students benefit from campus facilities and access to resources that support mathematics teaching, including digital platforms and specialist workshops. The programme also draws on the university's networks with regional education partners, helping students build professional contacts and access mentoring during placements. The department focuses on reflective, research‑informed practice to help new teachers adapt to diverse classrooms and changing educational expectations.