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PGCE Secondary Education with Maths

Become a maths teacher in a secondary school.

High earning graduates; our trainees are not just career ready, but promotion ready.

Entry requirements

A degree at 2:2 or above.

GCSE English and Maths at grade 4 or grade C or above (or an equivalent qualification).

Experience of working with young people.

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UCAS code AE93

Duration One year full-time

Course Summary

Do you want to become an outstanding teacher? Our specialist PGCE Secondary Education with Maths prepares you to help pupils look at life through a mathematical lens and to solve problems using objective and logical approaches. Our PGCE Maths focuses on how to teach Maths for understanding and engagement so that pupils know how Maths impacts on daily lives.

PGCE Maths develops a range of teaching styles appropriate to the delivery of Maths within the National Curriculum and GCSE/A Level specifications, including conceptual understanding, problem solving, making connections across representations and mathematical concepts, and engaging in reasoning and argumentation.

Our aim is to prepare PGCE Maths trainee teachers for a first appointment as a teacher of Maths in a secondary school and to enable them to assess current developments in the subject and their possible effect on teaching in schools. PGCE Maths trainees can take up ‘enhancements’ linked to other curriculum subjects or areas e.g. primary phase or Special Education Needs and Diversity. You will develop essential components of creativity and imagination such as determination, hard work, observing, thinking, experimenting, investigating, making, evaluation.

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.”

While PGCE external examiners commented:

“The work across the partnership results in excellent relationship building with staff and pupils as well as creative and forward thinking pedagogical ideas.”

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).

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.

Modules for this course

Course Snapshot

"Our PGCE Maths is an exciting synergy of practice, policy and research. You'll explore a weekly topic though wider professional lens. You'll undertake independent research and complete Maths specific studies focused on theoretical and professional practice."
Julie Stevens - 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

How do I build strong relationships with pupils, colleagues and parents in school?

How do I develop a love of learning in my pupils and a passion for Maths?

How can I make teaching make maths come to life in the classroom?

How can I link maths to career opportunities around raising pupil aspirations?

How do I best prepare for applying for teaching jobs?

It was clear that all trainees felt very satisfied with the delivery of the programme and praised Marjon’s full support, clear information and excellent communication ... there is a good assessment diet evident with journal entries, case studies and reflective assignments ... assessment is fair and consistent and tutors provide supportive and constructive feedback to develop students’ learning further ... processes are exemplary.
External Examiner - 2020

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 and 6th in England (LEO, 2019).


How you’ll be taught and assessed?

How will you be taught?

You will have a minimum of 120 days in school in two block placements as well as 12 weeks in University undertaking a range of activities. Teaching includes lectures, seminars, workshops, conferences, tutorials, independent study, research and school based training. Collaborative learning, critical reflection and a strong culture of support underpin PGCE Maths.

How will you be assessed?

You'll be assessed on the development of your teaching practice in school. You'll also write reflective journals, portfolios, essays and presentations.

Course leader

Julie Stevens

Julie leads Secondary Initial Teacher Training at Marjon and previously taught in secondary schools and worked for an LEA education department. Julie continues to be involved with schools as a Governor and member of the National UCET Secondary Committee for Initial Teacher Education.

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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.

Additional costs:


Your schedule



Course location(s):




Michelle Batstone


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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.

Professor Gillian Golder


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Gill Golder is Professor in Teacher Education and Formaly Dean 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

Senior Lecturer

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Claire is an experienced secondary 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. It focuses on the formation and evolution of trainee and early career teachers' professional identities.



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