Train to become a confident primary school teacher within three years.
Three A-levels at grades BBC or above.
Or BTEC triple grades DMM or above.
Or Access 30-42 D/M with min 18D.
And GCSE English Language, Mathematics and Science at grade 4 or grade C or above.
UCAS points 112
UCAS code X120
Duration 3 years full-timeHow to apply for this course
This versatile and dynamic primary education degree with Qualified Teacher Status (QTS) is the ideal preparation for a successful and rewarding career in primary teaching, enabling you to embark on your teaching career straight after finishing your studies. Plymouth Marjon University is praised by Ofsted and the National Student Survey for providing a comprehensive and enriching teacher training programme. Building on long established partnerships with a diverse range of schools all students have ample opportunities to learn with experienced practitioners. From the start of the course students work in a range of schools gradually building up confidence and expertise.
This carefully structured course will provide you with the skills and subject knowledge required to teach all the National Curriculum subjects through working with experienced and passionate tutors in interactive and practical teaching sessions. Along with these subject studies, you’ll develop a thorough grounding in all the major skills and issues of education including special educational needs and disabilities, behaviour management, setting high expectations and identifying pupil progress, planning and assessment, managing the teaching and learning of a classroom team, child development and learning through play.
You’ll also be given the chance to select a specialism curriculum area in years two and three and choose a focus for your final-year research dissertation. The comprehensive primary programme ensures you are well-equipped to teach across the curriculum, but also offer additional skills in a chosen area, thereby enhancing your employability.
By combining academic study and practical experience in a range of placement settings in the South West and East London, you are fully prepared to embark on your NQT year. Opportunities also include working in special schools, outdoor centres and other educational settings or leading specific projects with children and young people from a range of backgrounds.
Gillian: We have a long history of providing teacher education. And one of the oldest institutes in the country. We work in partnership with a range of school partnerships offering school direct routes into teaching, both at primary and secondary level. A long history means that we have a very high reputation nationally and internationally for producing high quality teachers.
Bea: As a training teacher, it's really important to just be in the classroom and learn that way. Placement has to be a highlight, and I've been very fortunate with my placements that I've had a huge variety of placements. I've done a village school, a really big city school. Myself and a couple of my peers went to Germany for our third year placement. That definitely has to be a highlight to just be offered those kinds of things.
Chloe: And I chose the University because the fact of how small it is here. It wasn't like a massive university and you're just a number. It's actually because of the small class sizes.
Bea: I really like the fact that it has a really small community campus. And I wasn't going to be going to a big uni where none of my lecturers or tutors would know me.
Thomas: The lecturers are really helpful. They're always on hand if you need to ask anything or if you're having any problems with anything to do the course.
Maeve: Because they know you so well, they know your areas of development, which is really helpful, especially being on a practical course. And they can lead you in the right direction. So that's really good to know, that you can go to someone. They know you well enough, they feel comfortable to tell you what you need to work on.
Thomas: I think it's really helpful to work in a group of like-minded people who are really driven to get the best out of their teaching.
Chloe: I would say, come and visit for a start, because that's what really sold the university to me was seeing everything they have to offer here and then actually talking to lecturers and the students and just everyone who get to see what an amazing place and course you're actually on.
Marie: Currently I'm working as a class teacher in a year five class. I have been here since September. So my responsibilities range from the planning, the resourcing and assessment, everything that a teacher needs to do to make the classroom run really. With the School Direct program, where you're based in the schools and having the essays and assignments and things to do, it's only really setting you up for what life is like as a teacher. So although sometimes it's hard work, you think, well, actually it's really no different next year when I'm teacher, I feel like it really did set me up.
Long established and highly regarded Teacher Training provider locally, nationally and internationally.
Diverse range of placement schools from small rural to large urban including opportunities in East London, to prepare you to teach in any type of school.
All national curriculum subjects covered by specialist tutors delivered in our specialist primary classrooms.
High quality, personal support in schools and on campus.
97% student satisfaction (NSS 2020).
High quality training and outcomes.
“The lecturers are brilliant and knowledgeable but also very supportive and get to know you. They provide extra opportunities to develop your passions as a teacher. For me this has been children’s literature, and I have been able to attend book groups at university and join a teachers’ reading group, which really encouraged and enhanced my development in this area. The feedback provided has always felt personal, enabling me to achieve my best. I’m so glad I choose to do this course at Marjon.”
“I really enjoy how the course is a combination of placement and in-university sessions, enabling me to make connections between what is being done in schools and the reasoning behind it. Seminars and lectures provide practical and engaging experiences such as taking learning outside and carrying out activities that the children would do. The lecturers provide clear instructions, feedback and high levels of support and school placements have helped me to develop my confidence in the classroom.”
“The placements on the course are great and the lecturers work hard to ensure that placements are varied and that we experience each key stage. They are really supportive and encourage you to say yes to everything; this has made me more confident, both in and out of school. I was fortunate enough to complete my 2nd year placement in London which was fantastic. I have made some amazing like-minded friends on the course, enjoyed the small teaching groups and the university is really friendly.”
Should all lessons be fun?
How would you welcome a refugee child into your class?
What is the difference between composition and decomposition?
Would you class a left-hander as a special needs child?
Are parents a help or hindrance in education?
What are the differences between Piaget, Bruner and Vygotsky’s theories of learning?
“ I have been very impressed with the depth of knowledge and understanding shown by the students. They are privileged to have such dedicated and hardworking staff who clearly enjoy working together to produce the very best outcomes. It is apparent that the Marjon BEd student is immersed in a wealth of high quality opportunities and experiences to prepare them for their future role in teaching. ”
On completion you will be able to teach in a Primary or Special school as a Newly Qualified Teacher (NQT). Graduates from this course have progressed quickly into specialist or leadership positions in a wide range of schools and locations. Ofsted praised the University’s ‘effective use of local diversity and wider links which ensures trainees have breadth and variety in their training, so making them highly employable’ (Ofsted, 2014). Over 90% of our trainees go on to secure teaching posts locally, nationally or abroad which is above the national rate. Others go on to further postgraduate study or research posts within Higher Education. Many have gone onto leadership and management positions in schools.
The teaching training rooms are designed to replicate the classroom environment typically found in schools. Desks can be rearranged for group work. The walls are decorated with posters and other student work. There is a smart screen and lectern for presentations and lectures. This room offers a lovely view of the quad and chaplaincy, with additional seating by the windows.
“I work with schools to guide students through key skills, like writing CVs. I build relationships with individuals to discover their passions and we work together to research courses, apprenticeships and jobs. It is an amazing feeling knowing you’re helping someone shape their future. Marjon made me believe I could make a positive change. The BEd taught me valuable skills that I can transfer to many working situations and the staff were hugely supportive and helped me gain confidence.”
Programme Coordinator (Educating Differently) for Real Ideas Organisation
“Having the most amazing lecturers at uni has allowed me to have knowledge of most the things that happen within school, including SEN children, being observed and advice from lecturers on how to deal with things. University has taught me a lot and I cannot pin point all of the things. It taught me the importance of independence and this allowed me to move out and get a job in the new part of the country, which I would never have been brave enough to do if I didn’t go to uni.”
Megan is a class teacher in a primary school
“The range of subject knowledge sessions was fantastic and really boosted my confidence in teaching a range of subjects. The mathematics specialism module gave me the insight and tools to consider developing my career as a specialist and possibly one day as a subject leader. The lecturers offered support throughout this course, scaffolding our development both academically and as a reflective thinker. This will greatly impact upon my practice as a teacher and as a member of a team in school.”
Katie is a class teacher in a primary school
“ The first year is a great overview into life as a student teacher. We learnt about child development, phonics, reading and comprehension, building a strong foundation to help us in school. In our second year we had more placement experience and learnt how to manage classrooms. There’s a lot of self-reflection and improving the knowledge you have to educate children. The final year is a 10-week placement along with the dissertation.”
Fees UK students: £9,250 per annum
Fees for International students: £12,000 per annum
Sessions are delivered in our specialist primary class rooms, often in small group workshops. Sessions are practical and interactive to mirror primary school scenarios. You will also have lectures, seminars, tutorials, experiences in schools and in outdoor locations, both on and off-site.
By coursework only through a range of creative assignments including portfolios, presentations, designing and making resources and written assignments. Placement assessment is carried out by school mentors and university tutors against the Teachers’ Standards.
MarkAndrew is a Senior Lecturer in Primary Education and teaches across the programme, specialising in professional studies, Art & Design and Religious Education. He works closely with final year trainees on the dissertation module. The Primary Education team includes ex-headteachers, senior managers, advisory staff and subject experts.
Senior LecturerView profile
Senior LecturerView profile
Caroline teaches aspects of the course related to how children learn and leads on Design & Technology teaching.
Senior LecturerView profile
Sally is a Senior Lecturer in Primary Education and teaches across the programme, specialising in English and professional studies. She works closely with primary schools to support the mentoring of trainee teachers. She is responsible for Admissions of BEd Primary Education students.
Associate LecturerView profile
Alison is a 'Specialist Leader in Education' and former Head Teacher. She teaches science and professional studies and has a PG Cert in coaching and mentoring.
Kate specialises in Special Educational Needs and Disability. She is a Qualified Teacher of the Vision Impaired.
Senior LecturerView profile
Tara specialises in teaching primary mathematics and is also currently involved with an international project about making maths more accessible to primary aged children and their parents.
Senior LecturerView profile
Clare teaches professional studies and her specialised subject is English. Clare is the Year 2 lead for the BEd Primary Programmes and works extensively with schools on supporting trainee placements and mentoring.
Hannah Wood studied Applied Sports Science & Coaching (with ICT), then took a PGCE in Secondary Physical Education and a Masters in Education (all at Marjon). She then taught for ten years and now teaches at Marjon, mostly working with trainee PE teachers. One of her main research interests is in mentor and mentee relationships; expectations, roles and responsibilities of each; a passion that she brings to the course recognising the often informal mentoring role that PE teachers particularly can play in young people’s lives.
Carly: My favourite thing about teaching might sound a bit strange, but I really love Monday mornings. So sometimes on a Sunday you think, "Oh, I just don't want to go to work," and that's a normal feeding that everyone feels, but as soon as I walk through the door and the children are happy to see me, and they're skipping down the path, ready to find out what's happening that day, I'm ready for them. And I'm ready to see their progress in their learning.
Paul: When I'm doing PE with the children, and we're learning how to catch and they catch the ball for the first time, a little girl ran up to me last week and she was like, "I caught it, Mr. Dixon. I caught it." It's those moments why I do teaching.
Carly: I looked around lots of different universities, and I liked the size of Marjon. It felt really warm and welcoming when I walked in, and I quite liked that it was around that quad in the middle. And I saw lots of other students chilling out in the quad, and having their lunch and walking between lectures, and I thought that's a place that I'd like to be.
Paul: The most helpful part for me, that Marjon helped me with my teaching, was the placement, and it was allowing and working alongside me to produce the placements where I felt I really wanted to develop my own skills.
Carly: I had three really good placements and really different placements. They made sure I was in different key stages each time. So my first one was in key stage two, then key stage one, and then a different class within key stage one, which was really, really useful, because I could see the breadth of the curriculum and see how children progress through different skills. I also really enjoyed the fact that the groups in the seminars were really small. And I got to know my fellow students in my group very, very well, and we stayed in that group the whole way through the three years. So I felt very secure and comfortable to share ideas and any problems I thought I had. If I was to give advice to a new teacher starting the primary course At Marjon, I would say make the most of your placements and the most of all of the experience that the teachers have there. You'll have newly qualified teachers within your school. You'll have teachers with real specialisms in their subjects, and teachers who have just a wealth of experience because of the years they've been teaching. Ask them questions, shadow what they do, and find out as much as you can, because it'll all help when you finally have your very own class.
Paul: If someone was worrying about whether it's Marjon or another university, I would say, I ended up choosing Marjon. It was down to the sizes of the seminars and the lecture sizes, and the ability to have that one-on-one contact time with the tutors, when I was in dissertation writing, as well. There was every opportunity that we had there. And you could take as much time as you needed with the tutors who are really available. I think it was that availability that really pulled me to Marjon. And that was why I ended up choosing Marjon, it was down to the sizes of the seminars, the lecture sizes and that availability to have one-on-one contact time with the tutors, even when I was doing dissertation writing as well. So that's why I would recommend someone else go to Marjon.
Carly: If someone was sitting on the fence about going to Marjon and training to be a teacher, I would say, think about what you really want and do the best thing for you. But if you want somewhere that's small and welcoming and really supportive, and you can get the most out of your course and the most out of your lecturers, then I would recommend Marjon.