Programme Details

Entry Requirement

General Entry Criteria:

• 2 passes in A Level/HSC (At GCE A/L, a pass is considered E and above. HSC pass is considered C and above.)

OR

• Attainment of a Level 4 qualification in a related field

OR

• Attainment of a Level 4 Foundation Study Program approved for the specific Diploma program.

Alternative Entry Criteria

• Completion of a Level 4 qualification (unrelated), and successful completion of an MQA approved University Preparation Program

OR

• 20 years old, completion of secondary school, 2 years of relevant work experience, and successful completion of an

• MQA approved University Preparation Program

Programme Structure

Year 1

Semester 1

1. Developmental Psychology

2. Curriculum Assessment and Innovative Practices

3. English Language For Teachers

4. Calculus

Semester 2

1. Principles of Accounting

2. Algebra

3. Introduction to Management Accounting

4. The Psychology and Sociology of Education

Year 2

Semester 3

1. Sustainability: Theory, Practices and Impact

2. Teaching and Learning Mathematics I

3. Digital Technologies and AI in Teaching and Learning

4. Teaching and Learning Accounting I

Semester 4

1. Further Calculus

2. Financial Reporting

3. Financial Accounting

4. Statistics and Mechanics

5. Teaching Practicum I

Award Advanced Diploma in Teaching in Mathematics and Accounting

Year 3

Semester 5

1. Inclusivity in Education

2. Teaching and Learning Mathematics 2

3. Teaching and Learning Accounting 2

4. Strategic Corporate Reporting

Semester 6

1. Further Algebra

2. Further Statistics and Mechanics

3. Advanced Management Accounting

4. Teaching Practicum 2

Award Bachelor of Teaching in Mathematics and Accounting

Programme Fees

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Learning Outcomes

Upon successful completion programme participant will be able to:

• Demonstrate the essential content knowledge and practical classroom skills to perform competently as a critically reflective teacher.

• Comprehend the intellectual, social and psychological aspects of their work with learners and synthesise theorynand practice.

• Understand the key concepts of curriculum policy formation and curriculum development.

• Evaluate and use constructive criticism of their own work and of the institutions in which they will teach.

• Understand child cognitive development, higher order thinking skills, mathematics and computer science learning, and possess teaching skills about application of this content knowledge in today’s changing context.

• Develop professionalism, including the ability to work in teams and apply basic ethical principles.

• Engage in teaching practices that support diverse learners and promote equitable learning opportunities, through connecting curriculum to the experience and skills of students and community, challenging students toward cognitive complexity, and engaging students through dialogue, especially in instructional conversation.

• Demonstrate their commitment to continuous self-improvement by engaging in professional learning, collaborative practice with peers, reflection on practice, and investigation of ideas to improve teaching and learning that contribute to the renewal of the teaching profession.

• Design and implement differentiated instruction strategies that accommodate and address the needs of students with different abilities, including those requiring additional support or advanced challenges.

• Engage in reflective practice to evaluate teaching methods, student outcomes, and professional growth, through structured self-assessment and peer feedback

• Demonstrate the ability to design and implement collaborative learning environments that promote peer interaction, knowledge sharing, and collective problem-solving in mathematics and computer science classrooms.