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PGCE Secondary Education with Biology

Become a biology teacher in a secondary school.


Qualified Teacher Status (QTS).


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.

See also:


UCAS code AR99

Duration One year full time

How to apply for this course

Course Summary

Our specialist PGCE in Secondary Education with Science (Biology) is a direct route to a career that helps pupils to make sense of the increasingly scientific and technological society in which they live. Science helps students to develop an awareness of the world around them, and to find answers to their questions. Our PGCE Biology develops a range of teaching styles appropriate to the delivery of Biology within the National Curriculum and GCSE/A Level specifications, including conceptual understanding and progressions in learning,  purposeful practical work, sequenced learning steps and links to industry.

Our PGCE Biology prepares trainee teachers for a first appointment as a teacher of Science in a secondary school and enables them to assess current developments in the subject and their possible effect on teaching in schools. To develop as a teacher, you will be learning about how to instil in pupils a sense of intrigue and enable students to develop understanding and form questions based both on the knowledge they already have and the insight they wish to gain in the futures. Furthermore, our PGCE Biology trainees can take up ‘enhancements’ linked to other curriculum subjects or areas e.g. PSHE, primary phase or special education needs and diversity.

We pride ourselves on the quality of our teaching programmes. Ofsted 2014 commented: “Beyond 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.” If the idea of joining these trainees inspires and motivates you, it’s time to apply for PGCE Biology.

 

Why this course at Marjon?

Our trainees scored us 89% student satisfaction for postgraduate teacher training, this puts us in the top 25% quartile of all providers in England (Postgraduate Taught Experience Survey, 2019).

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 and 6th in England (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).

Marjon 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).

This course is perfect if you're curious about

How can help pupils direct their own learning to become curious about the world around them?

How can I promote a love of learning in my pupils and a passion for Sciences?

How can I biology and science come to life in the lab or through field work?

How can I make links between Biology and career opportunities raising pupil aspirations?

How do I best prepare for applying for teaching jobs?

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?

Marjon is 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 wide and diverse partnerships were praised by Ofsted for making "effective use of local diversity and wider links which ensures trainees have breadth and variety in their training, so making them highly employable" (Ofsted, 2014).

We have a long established history of teacher education, we've have 180 years of experience in training teachers. A PGCE from Marjon represents a strong start to any teaching career. 93.9 % of our teaching graduates are in further study, sustained employment or both five years after graduating, compared to a sector average for England of 88.2%. This makes us 1st in the South West (LEO, 2019).


Modules for this course

Course Snapshot

"Our PGCE Biology synergises practice, policy and research. You'll explore a weekly topic though wider professional lens. You'll undertake independent research as well as subject specific studies focused on the theory and professional practice of teaching biology."
Julie Stevens - PGCE Course Leader

Modules

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
Research 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.

Fees and funding

Fees UK students: £9,250


Fees for International students: £12,000

Funding available for this course

Trainees starting this course in September 2021 may be eligible for a training bursary.


Teaching and assessment

How will you be taught?

Collaborative learning, critical reflection and a strong culture of support underpin the PGCE Biology and trainees will enjoy a stimulating 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. Opportunity to be part of visiting writer seminar and workshops add depth to your experience.

How will you be assessed?

Assessment relates to your development of practice in school. All assessments are coursework based; you will generate reflective journals, portfolios, essays and presentations.

Course leader

Julie Stevens

Julie Stevens, Senior Lecturer and Programme Leader for Secondary Initial Teacher Training. Julie taught in secondary schools in Devon, Cornwall, and Sussex, and worked for the LEA education department before joining Marjon. She leads secondary provision for undergraduate and post graduate routes into teaching. Julie is still involved with the school sector as Governor and is a member of the National UCET Secondary committee for Initial Teacher Education.

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Lecturers

Michelle Batstone

Lecturer

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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.

Gillian Golder

Director of School

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Gill Golder is Director of Marjon Teacher Education Partnership, she taught in schools for 13 years before joining the University, she works with schools, MATS and alliances to support whole school improve, 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 group.

Claire Hadfield

Lecturer

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Claire is an experienced teacher and lecturer with a passion for literature of all kinds. From Shakespearean tragedy to the powerful performance poetry of Kate Tempest, Claire’s fervent enthusiasm for the infinite varieties of English pervades every aspect of the English degree. She is particularly interested in poetry, identity, language and social place and is currently completing her PhD here at Marjon.


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