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PGCE Secondary Education with Modern Foreign Languages

Become a foreign languages teacher and earn Qualified Teacher Status (QTS). Marjon offers the highest quality teacher training which means our education graduates earn high wages and are quickly ready to progress to school leadership roles. Government-awarded bursaries of £25,000 are available for students studying on this course. Contact us to find out more.

Four trainee language teachers on a subject knowledge enhancement trip the Eiffel Tower in Paris

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

UCAS code R9X1

UCAS institution code P63

Duration 1 year full-time.

Course Summary

Our PGCE Modern Languages builds on your existing language qualifications to become the kind of teacher who makes a real difference in pupils’ lives. On completion of this course, you’ll be fully prepared to support pupils aged from 11 to 16 (key stages three and four) in their secondary education, and have the opportunity to teach post 16 learners supporting them in their A level studies. 

PGCE Modern Languages comprises four main areas - general professional studies, curriculum studies (with modern languages specific methodology), placements in lead and second schools a minimum of 120 days over three terms) and academic assignments.

You’ll explore a range of topics to give you a deep understanding of what teachers need to do on a daily basis in order to be effective in their role. We’re committed to enhancing your natural passion for teaching, developing your subject knowledge, and helping you apply new-found knowledge and skills to lessons. To help you make a strong start funded and optional MFL Subject Knowledge Enhancement Courses are available too ahead of starting PGCE Modern Languages.

Why this course at Marjon?

Top university in the UK for education-based courses in the Postgraduate Taught Experience Survey 2021

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)

We have relationships with around 300 schools to give you a wide choice of learning experiences

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)

Our 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

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.

Current students say...

Bracken Brown

“I find our subject specific lectures engaging and our MFL tutor, Caroline, is inspirational. The opportunities provided at both University and on placement are brilliant and I’ve enjoyed teaching a range of students and classes. My confidence has improved so much both through teaching classes and due to support from my University tutor. My mentors at my placement school have been incredible, both professionally and socially.”

This course is perfect if you’re curious about these questions...

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 learning new languages?

How can I use modern culture, media and arts in making learning languages relevant?

What can I career pathways are open to me as a modern foreign languages specialist in schools?

How do good teachers keep on top of their workload?

How do I best prepare for applying for teaching jobs?

The process for assessing trainees’ teaching is transparent and shows clearly how they can make progress in the Teachers' Standards with formative and summative processes ... The trainees were clear about how the processes worked ... The university clearly has an effective strategy for gaining feedback from trainees through the Staff Trainee Liaison Committee. The MFL trainees said that they could see that their comments and feedback had been taken on board.
External moderator - 2020

See where our graduates are now

Ainoa Martinez Lacasa

“I am passionate about languages and I really enjoy observing how pupil’s minds open up and embrace a new way of thinking. Learning languages is not only about how well can you communicate in a language, it is also about becoming a global citizen. I developed my teaching skills thanks to continuous support and advice from tutors and colleagues. Being placed in two different schools gave me the opportunity to learn how the education system works and enabled to me become a better practitioner.”

Ainoa is a Spanish teacher.

Guillermo Reig-Alcaniz

“I love interacting, helping and making a difference in the lives of my students. My training provided me with great opportunities to develop my teaching skills in a controlled environment. The continuous and constructive feedback I received after my lessons really helped me to know what to do to improve. The structure of the course is very similar to the life of a full time teacher, which makes the transition from trainee teacher to NQT very smooth.”

Guillermo is a French and Spanish teacher.

What might you become?

The quality of our graduates is well recognised both locally and nationally and, as such, a very high proportion of graduates gain immediate employment or enrol on Masters programmes to further their studies. Our employment data for the last three years shows modern langauage trainee teachers are employed above the region and sector averages.

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 the PGCE Modern Languages. 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.

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: £12,500

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 £25,000 are available for UK students studying this course - speak to our student funding 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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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 Professor Gillian Golder

Professor in Teacher Education

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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.

More information

See our PGCE and School Direct presentation.


Findings from Ofsted 2014: 

  • A key strength of the partnership is "how well the partnership prepares trainees to make them employable, leading to all securing, and remaining in, teaching posts".
  • "Successful completion and employment rates are consistently high and well above national and regional averages".
  • A key strength of the programme identified was "trainees’ passion for their subject and the teaching of it, and their relentless focus on developing their subject knowledge and how to apply it to their lessons".

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