Do you want to become an outstanding PE teacher? Our specialist PGCE Physical Education is a direct route to a career you can be proud of. Inspiring PE teachers provide a wealth of opportunities for all people, regardless of experience or ability to develop physically, socially, emotionally and cogn
DurationCourse Summary
Do you want to become an outstanding PE teacher? Our specialist PGCE Physical Education is a direct route to a career you can be proud of. Inspiring PE teachers provide a wealth of opportunities for all people, regardless of experience or ability to develop physically, socially, emotionally and cognitively. Great PE teachers can motivate pupils to be successful lifelong learners.
Trainees on our PGCE Physical Education acquire a broad and deep understanding of a teacher’s daily activities in challenging and diverse settings. Furthermore, our PGCE Physical Education trainees take up ‘enhancements’ linked to other curriculum subjects, primary phase or special education needs and diversity which enhance their employment opportunities.
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:
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.
At Marjon, we pride ourselves on the quality of our teaching programmes. Ofsted 2023 commented: “Academic assignments will introduce you to a wide range of research and prompt high levels of reflection”. 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 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
Learning behaviours in context
Becoming a teacher: a reflective journey
Inclusion in the secondary classroom: maximising achievement
Understanding the learner: assessment and progress
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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