This course is a direct route to a career that helps pupils in mainstream and special schools to develop confidence and knowledge. The focus is on learning for all.
Course Summary
Do you want to be there for those children who need extra support with their learning? Our specialist PGCE Primary Education with Special Educational Needs and Disability (5-11) is for trainee teachers with an interest in special education and SEND pupils.
This course is a direct route to a career that helps pupils in mainstream and special schools to develop confidence and knowledge. The focus is on learning for all.
Working in inclusive classrooms alongside expert teachers, you will develop depth of knowledge to support all learners and enhanced knowledge to promote learning for SEND pupils.
You'll be trained in a range of teaching styles appropriate to mainstream schools but also specific approaches for the special schools sector.
The aim of PGCE Primary Education with SEND is to prepare trainee teachers for a first appointment as a teacher in a primary or special school. If you want to train to teach whilst having the university experience, then 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 going into classrooms in our huge range of partnership schools.
You will spend 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.
Why this course at Marjon?
Our expertise covers many specialisms of education - you can explore special educational needs, disability, childhood development, early years, literacy and wellbeing
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)
We have relationships with around 300 primary schools to give you a wide choice of learning experiences
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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