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PGCE Secondary Education with Geography

Become a geography 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 all entry requirements.


UCAS code 2W4J

Duration 1 year full-time

How to apply for this course

Course Summary

Our specialist PGCE Geography is a direct route to a career of which you can be proud. Geography stimulates an interest in and a sense of wonder about places, this course develops a range of teaching styles appropriate to the delivery of Geography within the National Curriculum and GCSE/A Level specifications.

Geography inspires pupils to become global citizens by exploring their own place in the world, their values and responsibilities to other people, to the environment and to the sustainability of the planet. Our PGCE Geography aims to produce dynamic, confident, and innovative teachers who are committed to making Geography accessible for all.

This course has been planned jointly with geography teachers in our partner schools to prepare you to be sensitive to the need to adapt to the rapidly changing nature of geography and of education in schools. You'll work with dedicated subject mentors in our partnership schools; training in schools is of an extremely high quality, supportive but rigorous. Furthermore, our PGCE Geography trainees take up ‘enhancements’ linked to other curriculum subjects, such as other humanities areas, primary phase or Special Education Needs and Diversity.

At Marjon, we pride ourselves on the quality of our initial teacher education programmes and the impact that has on your progress in schools, we recognise that you all start the PGCE Geography with different levels of knowledge and experience and the programme from the start is personalized to meet your needs.

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).

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.

Students say...


Alex Wordsworth

“The tutors give me the trust and freedom to become the teacher I want to be. There is plenty of guidance and help. Personally, I’ve feel like I’ve become a more balanced and deeper-thinking individual; the course and the placements have helped with this no end. It has been an opportunity to reignite previous interests and to explore topics that are relevant to me and my pupils.”

This course is 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 Geography?

How can field work be used to bring Geography to life?

What can I do to develop my ability to become a leader in education?

How do good teachers keep on top of their workload?

How do I best prepare for applying for teaching jobs?

The quality of the assessment arrangements and how well the training is matched to individual trainees’ developmental needs, ensures that trainees make progress against challenging individual expectations’ progress over time.
OFSTED 2014 -

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) formaking "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).


Modules for this course

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 2020 may be eligible for grant funding.


Teaching and assessment

How will you be taught?

Collaborative learning, critical reflection and a strong culture of support underpin the PGCE Geography. 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, field work, 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.

Course leader

Gillian Golder

Gill is Director of the 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.

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Lecturers

Jonathan Cripps

Lecturer

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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.

Alison Keyworth

Director of the Institute of Education

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Alison has experience of strategic and operational leadership and management within the secondary and HE sectors and is instrumental in the training and quality assuring of in-school coaches/mentors.

Julie Stevens

Senior Lecturer and Programme Leader for Secondary Initial Teacher Training

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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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