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PGCE Secondary Science with Chemistry

Become a chemistry teacher in a secondary school.

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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.

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UCAS code C456

Duration One year full-time

How to apply for this course

Course Summary

Do you want to become an outstanding chemistry teacher? Our specialist PGCE in Secondary Science with Chemistry is a direct route to a career that teaches pupils about everything around them. You’ll provide them with first-hand experience of observing chemical phenomena up close and plenty of ‘wow’ moments.

This course develops a range of teaching styles appropriate to the delivery of the Sciences specialising in Chemistry 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 different sector of the Chemistry industry.

The aim of this PGCE Secondary Science with Chemistry is to prepare trainee teachers for a first appointment as a teacher of Science in a secondary school and 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.

Your training will show you how to make chemistry accessible and fun. We've been training teachers since 1840; Marjon knows education. As a result our trainees scored us 92% student satisfaction for postgraduate teacher training, this puts us in the top 25% quartile of all providers in England (Postgraduate Taught Experience Survey, 2020). Furthermore, our PGCE Secondary Science with Chemistry trainees can take up ‘enhancements’ linked to other curriculum subjects or areas e.g. PSHE or Special Education Needs and Diversity.

Why this course at Marjon?

Our tutors are engaged in hard hitting research ensuring our trainees learn the very best practice teaching methods.

Our trainees scored us 92% student satisfaction for postgraduate teacher training, this puts us in the top 25% quartile of all providers in England (Postgraduate Taught Experience Survey 2020).

Our Teacher Education Partnership is a well-established partnership between the University and schools in the South West, London and Service Children’s Education.

This course is perfect if you're curious about

How can I 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 make teaching make science come to life in the lab or through field work?

How can I make links between Chemistry and career opportunities to raise my pupil's aspirations?

How do I make sure that pupils are able to safely conduct their experiments?

How do I best prepare for applying for teaching jobs?

The trainees I observed and met were fully prepared for the demands of teaching and it was evident that they have appreciated and benefited from the emphasis Marjon places on trainees’ well-being and the good practice from the University regarding this.
Lorraine Thomas - External Examiner

What might you become?

Plymouth Marjon University is widely renowned for producing excellent teachers. We have superb links with partnership schools throughout the South West, London and overseas.

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


Modules for this course

Course Snapshot

The PGCE spiral curriculum based around a synergy between practice, policy and research, a weekly topic is explored though wider professional lens, independent research and specific subject studies where the subject pathways focus on theoretical and professional practice relating to that subject.
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 PGCE Secondary Science with Chemistry, 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. Opportunities to be part of seminar and workshops add depth to your experience.

How will you be assessed?

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

Course leader

Julie Stevens

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.

Jodie Greaves

Lecturer

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If you are a lecturer provide a very short bio which sets out your core expertise, 200 characters max please. This short bio appears on any course page of the website where you are listed as being one of the lecturers, it's our way of showing our teaching crenditials to prospective applicants.

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.

Linda Wilday

Laboratory Manager

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Linda is a biochemist with over thirty years’ experience of in research and deployments of new technologies.


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