PGCE Secondary Education with Drama

Course Overview

Do you want to become an outstanding teacher? Our specialist PGCE in Secondary Education with Drama is a direct route to a career of which you can be proud. Drama teachers empowering young people and this course aims to produce dynamic confident, and creative teachers who are committed to making drama accessible for all. Our PGCE Drama includes a specific focus on the use of masterclasses and develops a range of teaching styles appropriate to the delivery of Drama within the National Curriculum and GCSE/A Level specifications.

During this varied PGCE Drama, trainees acquire a broad and deep understanding of a teacher’s daily activities in challenging and diverse settings. Furthermore, our PGCE Drama trainees take up ‘enhancements’ linked to other curriculum subjects e.g English, primary phase or Special Education Needs and Diversity.

Collaborative learning and a strong culture of support underpin our PGCE Drama, and trainees will enjoy a stimulating and effective learning environment from start to finish. 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 start the application process.

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 (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).
Tutors engaged in hard hitting research supporting key priorities and empowering practitioners.
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.

Perfect if you're curious about:

How can I build strong relationships with pupils, colleagues and parents in school?
How can I promote a love of learning in my pupils and a passion for Drama?
How can I overcome young people’s fears of performing in front of their peers?
How can I raise the profile of drama in schools by showing how pupils develop personally and socially?
How do good teachers keep on top of their workload?
How do I best prepare for applying for teaching jobs?

Book an Open Day How to apply for this course

Modules

Our PGCE Drama gains you 60 credits at Masters level, comprising of 4 x 15 credit modules and one professional module for QTS. All modules are compulsory:

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.

What might you become?

Plymouth Marjon University is widely renowned for producing excellent teachers. Our partnerships are wide and diverse, having been praised by Ofsted (2014) 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". We linked to partnership schools throughout the South West, London and overseas.

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).

How will you be taught?

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.

How will you be assessed?

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

Lecturers

Claire Hadfield

Lecturer

Claire is an experienced teacher and lecturer with a passionate for literature. She is particularly intesreted in poetry, identity, language and social place.

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Julie Stevens

Senior Lecturer and Programme Leader for Secondary Initial Teacher Training

Julie Stevens taught in secondary schools as a teacher of Physical Education in Devon, Cornwall and Sussex, worked for the LEA education department advisory service and the Youth Sport Trust. She has been teaching in universities for over 10 years with a focus on Initial Teacher Training in all subjects, with a specialism in Physical Education.

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