Sorry mate but no. A level maths is quite sufficient even when it comes to financial market models which is probably the hardest area. Theres not much more than relatively simple second order partial differential equations which is A level Maths or Further Maths at most, but certainly not degree level maths.It’s not the practical stuff that contains the Maths, a calculator takes care of the adding up of figures.
If she wants to be successful in the Accountancy exams, Maths at degree level is usually required.
Maths was enough of a struggle for her at GCSE. She got a B in the end but it wasn't fun for her getting there. Teaching primary school would be the nearest she'd get to doing a job that involved maths.Yeah but its easy maths, add ups, take aways and percentages. The hardest it gets is a bit of statistics. Its hardly algebraic geometry.
Really?And all the UK headteachers and education tsars go over there on jollies, visit Lapland, knock back vodka, see the Northern Lights, say how marvellous it is... and then return to the UK and continue with their previous policies.
Well done by the way to get so far with your studies.Nah not the case at all. I've just taken my last exam on my way to being a chartered accountant, and I got a C in Maths!
These days, an accountancy qualification is a lot more focused on the wider business than purely on calculating some numbers in a spreadsheet.
They've also started offering the qualification through the Apprenticeship route, which appears to be proving a big hit.
Are you talking ICAEW Accountants which are the only ones supposed to call themselves Chartered Accountants. Unfortunately unlike Solicitors the word Accountant is not legally protected so many jump on the bandwagon even Bookies with Turf Accountant. Agreed that even A level Maths is not a pre requisite but as I have said in another reply the more Maths orientated the degree the higher the chances of success.Sorry mate but no. A level maths is quite sufficient even when it comes to financial market models which is probably the hardest area. Theres not much more than relatively simple second order partial differential equations which is A level Maths or Further Maths at most, but certainly not degree level maths.
I wouldnt know in detail as I'm a Chartered Physicist and Chartered Engineer. But looking at the syllabus from LSE I can see the level of maths required for their courses and its around A level standard.Are you talking ICAEW Accountants which are the only ones supposed to call themselves Chartered Accountants. Unfortunately unlike Solicitors the word Accountant is not legally protected so many jump on the bandwagon even Bookies with Turf Accountant. Agreed that even A level Maths is not a pre requisite but as I have said in another reply the more Maths orientated the degree the higher the chances of success.
I think we may have crossed lines here. For a first degree course then obviously admission is based on A level, there is nothing else to go on. After first degree, moving on to professional exams which are seen as at Masters level, in terms of degree of difficulty, for the Chartered Accountancy qualification, those with Maths or Science degrees tend to do better at coping with the professional exams than those who studied Bachelor Of Arts subjects, but of course there will always be exceptions.I wouldnt know in detail as I'm a Chartered Physicist and Chartered Engineer. But looking at the syllabus from LSE I can see the level of maths required for their courses and its around A level standard.
my daughter moved from Banking to nursing and is the happiest I have seen her. She is a specialist dementia nurse having previously specialised in kids with special needs. Nursing really makes a difference to peoples lives, but so does teaching when its done well. Sad to say, I think your daughter could choose easier and better paid paths.Probably better not let my daughter read this thread, as she's trying to decide what to study at university next year and is torn between teaching and nursing!
Sadly another example of the impact of squeezing budgets to the extent its impossible to do the job properly within reasonable conditions.I was a teacher. I am no longer a teacher though I still work in the education sector.
The job can be incredibly rewarding, yet despite that, one in 10 of all qualified teachers left the state-funded sector in the academic year 2021-22. There is also an increase in the number of new teachers leaving the sector after one year - from 12.4 per cent in 2020 to 12.8 per cent in 2021. Given the investment that applicants to teaching make to qualify, these retention figures are deeply concerning.
I really enjoy teaching children, but the demands of teaching can be alarmingly heavy. At the time of leaving teaching in the UK, I was head of PE, and Pupil Premium lead across two schools in a federation. I also led Y3 and Y4 in those two schools. I was paid 27k a year. This was a rural school with a small number of teachers, and under constant budget pressure. The final straw was the inability to provide additional support to two children in my class. One was in the first percentile of all readers, and had an IQ of 70, while the other was a danger to other children and could not go to the toilet alone. With no additional support, nor classroom TA, the situation was unmanageable. The LA would not provide additional funding because I could not evidence the delivery of sufficient additional support and results - a requirement to justify additional funding. I could not provide that because of the lack of additional classroom support!
I generally worked a 60 hour week. I planned lessons at weekends and marked approximately 60 books every evening. I ran after-school clubs and regularly took children to sports events. In addition, the increasing demands to 'sell schools' resulted in regular social media activity and school website updates. This, in turn, meant more demanding parents who felt more 'involved' in school life. The 2 hours of planning time received per week were generally eaten into by pressured colleagues filling their own objectives. WhatsApp messages about planning and admin were regularly sent up to 9pm.
I left the UK to teach internationally. I received a similar salary in a country with a cost of living approximately half that of the UK. I received 7 hours per week of uninterrupted planning time and there was zero contact at weekends. Within the seven hours, I was able to plan all lessons thoroughly and complete any outstanding admin task. I was head of English, and the coordinator of the lower primary school - I had a similar seniority to the UK. Subject specialists taught languages, PE and music. It was a radically different experience with levels of support light-years away from my UK experience.
Teachers in the UK will have many experiences to tell, both positive and negative, but the fact is that we are not recruiting enough teachers to fill roles, and we are losing too many teachers. Together, that is a terrible recipe. Things have to change.