About the course
The PGCE Secondary Course focuses clearly on student teachers' and individual needs. A subject knowledge audit at interview leads to the setting of individualised pre-course tasks. Student teachers are able therefore to work towards targets before the course starts. This profiling and tracking of student teachers' individual needs continues throughout the training programme in both University and Schools. This has been praised by the 2014 Ofsted inspection as a strength of the Partnership 'the quality of the assessment arrangements and how well the training is matched to individual trainees' developmental needs, ensuring that trainees make progress against challenging individual expectations'. 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' Ofsted 2014
The PGCE Secondary Course at the Plymouth Marjon University is for those who meet our Partnership expectations of: The University of St Mark & St John Teacher Education Partnership develops highly reflective and professional teachers and expects that: All trainees will achieve good or outstanding outcomes; all trainees will have enhanced employability skills; all stakeholders will engage in high quality support and training to meet the individual needs of all trainees; and all stakeholders will understand their responsibility to impact upon pupil progress.
Throughout the course you study 5 modules, 4 that build Masters credits and one that recognises qualified teacher status, each are applied in nature and assessed in a variety of different ways Learning Behaviours in Context (essay); Becoming a Teacher: a reflective journey (Journal & presentation);Understanding the Learner: Assessment and progress (presentation); Inclusion in the Secondary Classroom: Maximising Achievement (portfolio); Professional Practice in Schools (QTS portfolio).
Plymouth Marjon University works in partnership with schools to recruit teachers with a passion for seeing your people grow and develop into confident young adults. The recruitment process short lists applications for interview. If you are invited for interview you will receive full details of what will be expected of you in a letter of invitation and a link to the website for the agenda and interview tasks. The Interview process includes a subject specific presentation, written and numerical task, campus tour and formal interview. You will be asked to prepare for the interview in advance, come prepared to talk about your passion for your subject and experiences you have had through study, work, volunteering or other activities that have built skills and attributes that you might be able to apply to a career in teaching.
You will be expected to be familiar with key issues and developments in secondary schools - especially those in your subject area. It will help you to read the educational press and to talk to teachers and those currently undertaking teacher training. The interview process will explore knowledge and understanding of the role of a teacher in order to ensure that applicants have a real feel for what teaching life is like in a secondary school, and whether it is the right career for them.
Judgements 4 criteria for the interview a) Appropriate qualities, attitudes, ethics & values; b) Subject Knowledge and Understanding; c) Intellectual & Academic Capabilities; d) Suitability for the course.
How school placements work
If you are successful in being offered a place with us, you will be based in two complementary schools across the year. The Partnership works across 6 counties, in the SW and London and includes a number of Co-operative Trusts, free schools, Academies, Federations and Alliances.
For school-based training, we place you in schools decided by an audit of need and experience, to best meet your training needs from the range of partner schools wishing to train in your subject. The aim is to expose you to different policies, practices and values of schools which will prepare to you gain employment in a range of different types of school. In addition to your specialist subject trainees have the opportunity to gain an enhancement in a second subject or other area e.g. SEND or PSHE.
Throughout placements you will be supported by a trained mentor to develop to your knowledge, skills, understanding and competence. Your progress will be assessed using an electronic document that allows mentor and trainees to track their progress and training and to set realistic and achievable targets throughout their training year. It is used at key review points during mentor meetings and allows trainees to focus on their progress linked clearly to the Teachers’ Standards. It is a formative document that allows both the trainee and mentor to track training and progress towards the award of QTS.
The mentoring model used by Marjon recognises as need for flexibility in approach. Mentors are aware that each trainee progresses at different speeds, so critical element to our model is the mentor’s ability to provide the appropriate support to address the trainee’s competence and confidence levels at a point in time. You become more autonomous as you progress and are empowered to take responsibility for your own learning. Trainees are more likely to reach their full potential on courses that encourage them to develop as independent learners and the best teaching supports this process.
'The relentless focus on evaluating the effectiveness of trainees' teaching through the impact on students' progress over time'. Ofsted 2014
The course fees for 2019/2020 are as follows:
Applicants must have a degree at 2:2 or above and GCSE English, Mathematics at grade C/5 or above.
Professional Skills Tests in Numeracy and Literacy must be passed before the start of the course.
A satisfactory DBS (Disclosure and Barring Service check) and meet the legal requirements for physical and mental 'Fitness to Teach'.
School Direct candidates must meet standard entry requirements of the University and be approved by the University.
The lead and employing school must ensure that funded trainees meet the Department for Education School Direct (salaried) eligibility criteria.
- Personal Qualities of Confidence/enthusiasm/sensitivity/ maturity/potential to be a positive role model
- Resilience through Commitment/perseverance/versatility/tenacity/stamina
- The desire to work collaboratively with Teacher Education Partnership
- The willingness to listen to and respond to feedback from Teacher Education Partnership
- The ability to demonstrate a culture of high expectations for themselves and their pupils.
- The desire to strive to plan, teach and assess in ways that enable pupils to make good or better progress in their lessons
All applicants will be subject to suitability checks.
About the training provider
Plymouth Marjon University is one of the most long-standing teacher training institutions in the country; we’ve been training teachers since the 1840s.
The Marjon Teacher Education Partnership (Marjon TEP) is responsible for the planning, delivery and quality assurance of initial teacher training primary and secondary courses and a wide variety of Continuing Professional Development at all levels. Our programmes in University and Schools are designed to train student teachers to become highly effective teachers. Practical methodology is to the fore: strategies which enable effective teaching and learning are an integral part of the course, with theory clearly underpinning practice.
Vision of Excellence: Marjon TEP will build on a unique and long standing heritage through the development of a values-based collaborative partnership that ensures excellent outcomes for pupils, trainees and teachers.
Plymouth Marjon is a small university with a green and spacious campus, and world-class facilities in a spectacular part of the world. With strong support and an ambitious community, its students achieve more than they ever thought possible.
Complete University guide 2019 stated 'Plymouth Marjon University has long-established expertise in teacher training reflected in the numbers of postgraduate students choosing to study at the university. It has relationships with hundreds of schools and impressive earnings figures for its graduates.'
The University's aim is to support you during your NQT period and beyond. We work closely with our partner schools to ensure comprehensive professional development in the early years of your career. Credits may be accumulated towards a Masters degree.
Training with disabilities and other needs
The University has an experienced team providing information, guidance and support to prospective and current students, relating to all forms of disability and medical conditions and specific learning difficulties, including dyslexia. The Disability Team is able to advise you prior to applying and through the application process. Prospective students are encouraged to make early contact with the Disability Team and also to disclose their disability at the application stage. This means the Disability Team is able to plan your support with you in advance of your studies, ensuring a smoother transition to Higher Education.
There is a specialist Dyslexia Tutor to provide study skills support to identified students with dyslexia, dyspraxia and other organisational problems. To access the DSA (outlined above) you will be required to provide an up to date assessment (conducted after your 16th birthday) by an appropriately qualified professional, and need to either contact your LA direct or the Disability Team for support with this application. It is in your interest to get your assessment updated where necessary and begin the process of applying for DSA before commencing your studies. If you suspect you may have specific learning difficulties once your course has commenced, please contact the Disability Team to be screened and following this, where appropriate, an Educational Psychologist will visit the University to carry out your specialist assessment. Recommendations specifically related to degree level study can be put in place and specialist study skills can be accessed where appropriate.
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