Plymouth Marjon University is one of the most long-standing teacher training institutions in the country; we’ve been training teachers since the 1840s.
DurationCourse Summary
Plymouth Marjon University is one of the most long-standing teacher training institutions in the country; we’ve been training teachers since the 1840s.
If you want to train to teach whilst being an active part of a university, a PGCE is the right choice for you. On this course you’ll be supported as a trainee within the university, at the same time as having high exposure to classrooms in our huge range of partnership schools.
You will spend a minimum of 24 weeks in placements at key stages one and two. Your classroom responsibilities will increase as your confidence and expertise grows.
This experience will ensure you are comfortable with your skills and confident of what you are looking for when applying for your first role as an Early Career Teacher
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 all the National Curriculum subjects.
The themes are:
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. You are taught, trained and supported at both the centre and on placement by expert colleagues.
This carefully structured course will provide you with the skills and subject knowledge required to teach all the National Curriculum subjects through working with experienced and passionate tutors in interactive and practical teaching sessions.
Along with these subject studies, you’ll develop a thorough grounding in all the major skills and issues of education including special educational needs and disabilities, behaviour management, setting high expectations and identifying pupil progress, planning and assessment, managing the teaching and learning of a classroom team, child development, cognitive science and learning through play.
If you join us, you will explore the kind of critical thinking that results in a reflective, flexible, caring, confident and knowledgeable approach to teaching, with outstanding results for pupils. Graduates from the Marjon PGCE achieve extremely high rates of employment with fast progression to leadership roles.
Modules for this course
1st Year
Inclusion in the primary classroom
Developing knowledge for planning, teaching and assessment
Developing a philosophy of learning and teaching across the primary curriculum
Current educational issues for the teaching professional
Teaching placement
The history of Marjon
In 1840 our first students took their seats in St John’s College, Battersea. In 1841, the first students arrived at St Mark's College, Chelsea. The two colleges amalgamated in 1923, after the War, becoming 'Marjon'.
Back in February 1840 when we welcomed our first students, many people believed that education was only for the elite.
180 years of thinking differently
Marjon exists because our founders saw a problem of poverty in Victorian London, and they acted. They set up colleges specifically to educate young orphans from the workhouses, and bring them out of poverty.
They recognised that teaching was a profession, which needed rigour, technique and sophistication, and with their actions they committed to improving education for all.
For 180 years, Marjon staff and students have acted on the courage of their convictions, making a difference to lives across the world. We look forward to a vibrant future of enhancing even more lives by thinking and acting differently.
Opportunity for all
Innovative plans for the first bespoke teacher training college, St John's in Battersea, were first set in motion in the 1830s. Our first students – including orphans from a local workhouse – started their training in February 1840.
The founding principals of each college, James Kay-Shuttleworth of St John’s in Battersea and Rev. Derwent Coleridge of St Mark’s in Chelsea have been credited for developing the first national school system, and the colleges that were needed to train the teachers.
Both were driven by their strong principles of social justice and first-hand experiences of poverty and inequality, to establish a means for everyone to access high quality education regardless of background or means. They saw education as key to providing a pathway out of poverty and towards opportunity and achievement for all.
Our founders, James Kay-Shuttleworth and Derwent Coleridge, had other ideas. Big ideas. They started training orphans from the local workhouse to become teachers, changing lives by providing a route out of poverty.
Some people didn’t like it at the time but our founders weren’t afraid to think differently.
Many years on and we’re still a supportive community, providing life changing experiences for students. That’s who we are, that’s who we’ve always been.
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