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PGCE Secondary Education with English

Become an English teacher and earn Qualified Teacher Status (QTS). Marjon is the top university in the UK for education-based courses in the Postgraduate Taught Experience Survey 2021. We've been training teachers for 180 years, we know education. Government-awarded bursaries of £15,000 are now available for UK students studying this course.

English teacher and two pupils laugh as they study a book together

Qualified Teacher Status (QTS)

Apply now for this course


Entry requirements

A degree at 2:2 or above

GCSE English and Mathematics at grade 4 or grade C or above (or an equivalent qualification)

Experience of working with young people

We are committed to safeguarding and promoting the welfare of children and trainees. All trainees are expected to share this commitment and demonstrate consistently high standards of personal and professional conduct.

See full entry requirements


UCAS code Apply via gov.uk

UCAS institution code P63

Duration One year full-time or two years part-time

Any questions about postgraduate study at Marjon?

Contact Rachel Bailey-Lewis, our Student Recruitment Officer (Postgraduate).

Course Summary

Do you want to become an outstanding English teacher? Our specialist PGCE in Secondary Education with English is a direct route to a career of which you can be proud. English develops an interest in literature, the role of language and this course develops a range of teaching styles appropriate to the delivery of English within the National Curriculum and GCSE/A Level specifications.

Our PGCE English prepares trainee teachers for a first appointment as a teacher of English in a secondary school and assess current developments in the subject and their possible effect on teaching in schools. To develop as a teacher, you will be learning about how pupils can engage positively with literature and language and how they can be helped to a better understanding of themselves and the world through English. Furthermore, our PGCE English trainees can take up ‘enhancements’ linked to other curriculum subjects e.g. primary phase or Special Education Needs and Diversity.

The curriculum is based around three themes and these are embedded in all MTEP modules across our provision and is carefully structured to provide you with the skills and subject knowledge required to teach effectively:

The themes are:

- The professional role of the developing teacher

- Development of teaching and learning

- Curriculum and specialisms

Our processes are aligned with the MTEP curriculum, the CCF, the ECF, the ITE Ofsted inspection framework and the Teachers’ Standards and explicitly considers how all components are sequenced incrementally to build your expertise and confidence. 

We pride ourselves on the quality of our PGCE English teaching programme. Ofsted 2014 commented: “Beyond having very positive attitudes and commitment to teaching, they show a passion for their subject, and want students to do well and enjoy their work.”  If the idea of joining these trainees inspires and motivates you, it’s time to start the application process!

Why this course at Marjon?

Top university in the UK for education-based courses in the Postgraduate Taught Experience Survey 2021

93.9 % of our graduates are in further study, sustained employment or both five years after graduating, compared to a sector average for England of 88.2% - we are 1st in the South West (LEO, 2019)

We have relationships with around 300 primary schools to give you a wide choice of learning experiences

We have been training teachers for 180 years - we understand education

Our graduates are more socially mobile than other providers across the South West with more trainees gaining ECT employment in more diverse areas (DFE Supply, Retention and Mobility data, 2018)

Our expertise covers many specialisms of education including childhood development, early years, literacy and wellbeing

Modules for this course

1st Year

Professional practice in schools
By the end of this module trainees should be able to demonstrate the competencies of a newly qualified teacher (NQT) by achieving the minimum expectation required by the Teachers’ Standards. The module includes two placements in schools.
Learning behaviours in context
麻豆精品视频 a range of learning and teaching theories and strategies to develop an understanding of how children learn. Critically evaluate research and current developments in education that inform the application of routines, relationships and responses in context.
Becoming a teacher: a reflective journey
Systematically reflect on and evaluate the effectiveness of subject specific pedagogy on learning experiences and develop a range of approaches to use in schools.
Inclusion in the secondary classroom: maximising achievement
Investigate and discuss a wide range of sources to develop a secure knowledge and understanding of theory, policy and practice to help identify the issues around maximising pupil achievement. Develop understanding and skills which contribute to a fully inclusive classroom.
Understanding the learner: assessment and progress
Understand the essential link between planning and assessment and develop a critical awareness of planning for progression and its effect on learning.

Current students say...


Chloe Carrubba

鈥淚 enjoy the balance between theory and learning practically in the classroom with young people. We are constantly bringing fresh ideas into school. I came from a non-teaching background and I was nervous about transitioning from performing to teaching. Marjon really helped me to transfer my skills into teaching and I鈥檓 growing more and more confident as a teacher all the time.鈥

This course is perfect if you’re curious about these questions...

How can I build strong relationships with pupils, colleagues and parents in school?

How can I promote a love of learning in my pupils and a passion for English?

How can I make teaching grammar come alive in my lessons?

How can I bring role play and drama into my classes?

How do good teachers keep on top of their workload?

How do I best prepare for applying for teaching jobs?

All trainees commented on how well the schools were set up for the start of their placements which helped them settle in well... Trainees were able to talk with confidence about their teaching experiences and all knew the specific areas that they had to develop as they go into their NQT year.
External moderator - 2020

What might you become?

Plymouth Marjon University is widely renowned for producing excellent teachers. We have superb links with over 300 partnership schools throughout the South West, London and overseas and our graduates teach in schools across the country. Our wide and diverse partnerships were praised by Ofsted for making "effective use of local diversity and wider links which ensures trainees have breadth and variety in their training, so making them highly employable" (Ofsted, 2014).

We have a long established history of teacher education, we've have 180 years of experience in training teachers. A PGCE from Marjon represents a strong start to any teaching career. 93.9 % of our teaching graduates are in further study, sustained employment or both five years after graduating, compared to a sector average for England of 88.2%. This makes us 1st in the South West (LEO, 2019).

Working with:

Department for Education Logo

Dept for Education

Marjon is recognised as a teacher training provider by the Dept for Education.

School-based learning may be available

This course may also available through one of our Lead Partners as a school-based PGCE. School-based PGCEs mean you'll be in the classroom from week one of your course, and are often best suited to those who already have classroom experience. More information about what to expect from a school-based PGCE can be found here, and the specific details about local arrangements to deliver the programme are available from each Lead Partner. Their contact details are below:
 
To view these courses on the DfE Apply portal, click 

How you鈥檒l be taught and assessed?

How will you be taught?

Collaborative learning, critical reflection and a strong culture of support underpin the English PGCE, and trainees will enjoy a stimulating and effective learning environment from start to finish.

You will have a minimum of 120 days in school in 2 block placements and 12 weeks in University undertaking a range of activities, teaching includes lectures, seminars, workshops, conferences, tutorials, independent study or research and school based training. Opportunity to be part of visiting writer seminar and workshops add depth to your experience.

How will you be assessed?

Assessment relates to your development of practice in school. All are coursework based, you will generate reflective journals, portfolios, essays and presentations.

Placement assessment is carried out by school mentors and university tutors against the three themes of the MTEP curriculum:

- The professional role of the developing teacher

- Development of teaching and learning

- Curriculum and specialisms

Claire Hadfield

Claire Hadfield

Course leader

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Claire is Programme lead for the Secondary and School-based PGCEs. Claire's specialist subject is English and before joining Marjon she worked in various secondary schools in Exeter as well for South West Teacher Training. Her research interests are reflective practice, teacher identity and retention.


Fees and funding

Fees UK students: 拢9,250


Fees for International students: 拢14,500


This fee covers your tuition and access to course-specific equipment and facilities, as well associated services including access to the library, study skills support, IT support, student support and wellbeing services and membership of the Student Union. There may be additional costs by course. Government funded bursaries of £15,000 are available for UK students studying this course - speak to our student funding team to find out more.

Funding available for this course

Our Student Funding Advisors offer confidential and impartial advice about your funding options.

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Lecturers

Claire Hadfield

Senior Lecturer

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Claire is Programme lead for the Secondary PGCEs and Schools Direct. Claire's specialist subject is English and before joining Marjon she worked in various secondary schools in Exeter as well for South West Teacher Training. Her research interests are reflective practice, teacher identity and retention.


More information

Apply now for this course

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