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This course is now full for 2023. Email if you would like to enquire for 2024. 

PGCE Secondary Education with Chemistry

Become a Chemistry teacher and earn Qualified Teacher Status (QTS). Marjon is the top university in the UK for education-based courses in the Postgraduate Taught Experience Survey 2021. We've been training teachers for 180 years, we know education. Government-awarded bursaries of £27,000 are available for students on this course - contact us to find out more.

Chemistry teacher with class of secondary students

Qualified Teacher Status (QTS)

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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

We are committed to safeguarding and promoting the welfare of children and trainees. All trainees are expected to share this commitment and demonstrate consistently high standards of personal and professional conduct.

See full entry requirements

UCAS code C456

UCAS institution code P63

Duration One year full-time

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 future.

Although the subject specialism of this PGCE is chemistry, you will be required to teach biology, chemistry and physics at key stage three and four as part of your course as this reflects the organisation of Science teaching in the majority of Secondary schools.

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

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.
Claire Hadfield - PGCE Course Leader


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.

This course is perfect if you’re curious about

Helping pupils direct their own learning to become curious about the world around them

Promoting a love of learning in your pupils and a passion for sciences

Making teaching make science come to life in the lab or through field work

Making links between Chemistry and career opportunities to raise your pupils aspirations

Ensuring that pupils are able to safely conduct their experiments

Preparing to apply 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’ wellbeing 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 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).

Working with:

Department for Education Logo

Dept for Education

Marjon is recognised as a teacher training provider by the Dept for Education.

How you’ll be taught and assessed?

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.

Claire Hadfield

Claire Hadfield

Course leader

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Claire is Programme lead for the Secondary PGCEs and Schools Direct. Claire's specialist subject is English and before joining Marjon she worked in various secondary schools in Exeter as well for South West Teacher Training. Her research interests are reflective practice, teacher identity and retention.

Fees and funding

Fees UK students: £9,250

Fees for International students: £13,000

This fee covers your tuition and access to course-specific equipment and facilities, as well associated services including access to the library, study skills support, IT support, student support and wellbeing services and membership of the Student Union. There may be additional costs by course. Government-funded bursaries of £27,000 are available for UK students studying this course - contact our student finance team to find out more.

Funding available for this course

Our Student Funding Advisors offer confidential and impartial advice about your funding options.

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Michelle Batstone


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Michelle teaches on our undergraduate and postgraduate teacher training programmes with a specialism in Mathematics and Early Years Education. 

Jonathan Cripps


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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

MTEP Partnership Leader

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Jodie teaches on our teacher training courses, specialising in primary science as well as supporting students on placement. She is the MTEP Partnership leader and she also supports primary colleagues across the city and beyond through her work with Plymouth Science. 

Claire Hadfield

Senior Lecturer

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Claire is Programme lead for the Secondary PGCEs and Schools Direct. Claire's specialist subject is English and before joining Marjon she worked in various secondary schools in Exeter as well for South West Teacher Training. Her research interests are reflective practice, teacher identity and retention.

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