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PGCE Secondary Education with Maths

Become a Maths 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-funded bursaries of £27,000 are available for UK students studying on this course. Contact us to find out more.

Maths teacher helps a pupil work through a sum

High earning graduates; not just career ready, but promotion ready

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Entry requirements

A degree at 2:2 or above

GCSE English and Maths 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 teacher? Our specialist PGCE Secondary Education with Maths prepares you to help pupils look at life through a mathematical lens and to solve problems using objective and logical approaches. Our PGCE Maths focuses on how to teach Maths for understanding and engagement so that pupils know how Maths impacts on daily lives.

PGCE Maths develops a range of teaching styles appropriate to the delivery of Maths within the National Curriculum and GCSE/A Level specifications, including conceptual understanding, problem solving, making connections across representations and mathematical concepts, and engaging in reasoning and argumentation.

Our aim is to prepare PGCE Maths trainee teachers for a first appointment as a teacher of Maths in a secondary school and to enable them to assess current developments in the subject and their possible effect on teaching in schools. PGCE Maths trainees can take up 鈥榚nhancements鈥 linked to other curriculum subjects or areas e.g. primary phase or Special Education Needs and Diversity. You will develop essential components of creativity and imagination such as determination, hard work, observing, thinking, experimenting, investigating, making, evaluation.

We pride ourselves on the quality of our teaching programmes. Ofsted 2014 commented:

鈥淏eyond 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.鈥

While PGCE external examiners commented:

鈥淭he work across the partnership results in excellent relationship building with staff and pupils as well as creative and forward thinking pedagogical ideas.鈥

If the idea of joining these trainees inspires and motivates you, it鈥檚 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% (LEO, 2019)

Marjon Teacher Education Partnership has well-established links with schools across the South West, London and Service Children’s Education, our connections span over 300 schools and settings

Marjon education and teaching graduates are 3rd in all University providers for graduate earnings five years after leaving the university (Institute for Fiscal Studies, 2018)

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

We recognise the value of excellent role models in initial teacher training and promote the involvement of outstanding teachers and specialist education leaders in working with trainees

Modules for this course

Course Snapshot

Our PGCE Maths is an exciting synergy of practice, policy and research. You'll explore a weekly topic though wider professional lens. You'll undertake independent research and complete Maths specific studies focused on theoretical and professional practice.
Julie Stevens - PGCE Course Leader

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.

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

How do I build strong relationships with pupils?

How do I develop a love of learning in my pupils and a passion for Maths?

How can I make teaching make maths come to life in the classroom?

How can I link maths to career opportunities around raising pupil aspirations?

How do I best prepare for applying for teaching jobs?

How do I best work with colleagues and parents in school?

It was clear that all trainees felt very satisfied with the delivery of the programme and praised Marjon’s full support, clear information and excellent communication... Assessment is fair and consistent and tutors provide supportive and constructive feedback to develop students’ learning further... Processes are exemplary.
External examiner - 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 curriculum was praised by Ofsted for being "Designed to ensure you are well prepared for your wider professional responsibilities, including for pupils’ pastoral care. You will gain a secure understanding of how best to teach personal, social, health and citizenship education, in addition to your chosen subject specialism" (Ofsted, 2023).

We have a long established history of teacher education, we've got 180 years of experience in training teachers. A PGCE from Marjon represents a strong start to any teaching career. The Guardian University Guide 2024 ranked us Top 5 in the UK for education.

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?

You will have a minimum of 120 days in school in two block placements as well as 12 weeks in University undertaking a range of activities. Teaching includes lectures, seminars, workshops, conferences, tutorials, independent study, research and school based training. Collaborative learning, critical reflection and a strong culture of support underpin PGCE Maths.

How will you be assessed?

You'll be assessed on the development of your teaching practice in school. You'll also write reflective journals, portfolios, essays and presentations.

Claire Hadfield

Claire Hadfield

Course leader

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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.


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 £27,000 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

Michelle Batstone

Lecturer

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Michelle teaches on our undergraduate and postgraduate teacher training programmes with a specialism in Mathematics and Early Years Education. 

Jonathan Cripps

Lecturer

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Jonathan’s career as a history teacher has spanned over 25 years, working in secondary schools in Sussex, Suffolk and Cornwall. Previously, he has worked for Cornwall LEA as an Advanced Skills Teacher, supporting history departments, NQTs and recent entrants to the teaching profession across the county. He is a Teacher Fellow of the Historical Association.

Professor Gillian Golder

Professor in Teacher Education

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Gill Golder is Professor in Teacher Education and formerly Dean of Marjon Teacher Education Partnership, she taught in schools for 13 years before joining the University and now works with schools, MATS and alliances to support whole school improvements, develop evidence based practice and support teacher development. She spends some of her time in Westminster discussing latest ideas and initiatives with the Department for Education and other education groups.

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.

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