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PGCE Secondary Education with Psychology

Become a psychology 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.

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UCAS code 2W4M

Duration One year full-time

How to apply for this course

Course Summary

Do you want to become an outstanding psychology teacher? Our specialist PGCE Psychology is a direct route to a career of which you can be proud. Psychology helps you understand yourself and other people; this course supports you to develops a range of teaching tools appropriate to the delivery of Psychology within the GCSE/A Level specifications. Our Psychology PGCE addresses the main areas of psychology, research methods, biopsychology, developmental, cognitive, social and psychopathology. It is a truly contemporary subject which is relevant to all our pupils’ lives. This course aims to produce dynamic, confident, and innovative teachers who are committed to developing students’ curiosity about human behaviour.

We aim to train you as a Psychology teacher at Key Stage 4 and Key Stage 5 with enhancement. The main focus of your training will be through your specialist subject. Furthermore, our PGCE Psychology trainees take up ‘enhancements’ linked to other curriculum subjects e.g sciences, pastoral education or special education needs and diversity.

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 and 6th in England (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.

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 Psychology?

How can I address controversial issues linked to my subject sensitively with my classes?

What can I do to enhance my specialisms and pick up a second subject?

How do good teachers keep on top of their workload?

How can I make learning psychology relevant to young people today?

The overall quality of training continues to be a very positive one judging by the comments made by TTs that I ‘met’ ... this goes for both university and school-based training sessions ... the humanities curriculum tutor has clearly provided thorough support to the trainee teachers throughout the training year and this was echoed strongly by the trainee teachers.
External Moderator - 2020

What might you become?

Psychology is one of the most popular post 16 choices and as such is in growing demand. The University works in partnership with a wide range of groups across the South West, spanning Teaching Schools, Co-operative Trusts and Church Schools.

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% (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


Teaching and assessment

How will you be taught?

Collaborative learning, critical reflection and a strong culture of support underpin the psychology PGCE, 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.

How will you be assessed?

Assessment directly 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

Dr Hazel Bending

Senior Lecturer

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Hazel is a chartered psychologist. She teaches psychology, mental health and wellbeing and reflective practice. Her research focuses on how students best learn; investigating how various techniques from using technology to wellbeing can enhance students’ experiences and skills.

Jonathan Cripps

Lecturer

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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.

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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