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PGCE Secondary Education with Psychology

Become a psychology teacher and earn Qualified Teacher Status (QTS). Marjon offers the highest quality teacher training which means our education graduates earn high wages and are quickly ready to progress to school leadership roles.

Relaxed young women speaks to a Psychologist

Qualified Teacher Status (QTS)

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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 psychology teacher? Our specialist PGCE Psychology is a direct route to a career of which you can be proud. Psychology helps you understand yourself and other people; this course supports you to develops a range of teaching tools appropriate to the delivery of Psychology within the GCSE/A Level specifications. Our Psychology PGCE addresses the main areas of psychology, research methods, biopsychology, developmental, cognitive, social and psychopathology. It is a truly contemporary subject which is relevant to all our pupils’ lives. This course aims to produce dynamic, confident, and innovative teachers who are committed to developing students’ curiosity about human behaviour.

We aim to train you as a Psychology teacher at Key Stage 4 and Key Stage 5 with enhancement. The main focus of your training will be through your specialist subject. Furthermore, our PGCE Psychology trainees take up ‘enhancements’ linked to other curriculum subjects e.g sciences, pastoral education 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. 

 

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 schools to give you a wide choice of learning experiences

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 ECT 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 leaders in education in working with trainees

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.

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 Psychology?

How can I address controversial issues linked to my subject sensitively with my classes?

What can I do to enhance my specialisms and pick up a second subject?

How do good teachers keep on top of their workload?

How can I make learning psychology relevant to young people today?

The overall quality of training continues to be a very positive one judging by the comments made by TTs that I ‘met’ ... this goes for both university and school-based training sessions ... The humanities curriculum tutor has clearly provided thorough support to the trainee teachers throughout the training year and this was echoed strongly by the trainee teachers.
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 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?

Collaborative learning, critical reflection and a strong culture of support underpin the psychology 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.

How will you be assessed?

Assessment directly 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 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.

Funding available for this course

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

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Lecturers

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.

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

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