Awarded byPlymouth Marjon UniversityInternational Postgraduate Certificate in Education (iPGCE)
An internationally recognised PGCE from Plymouth Marjon University, UK — inclusion, planning, assessment and a philosophy of teaching.
Program Overview
The International Postgraduate Certificate in Education (iPGCE) is a 6-month program designed to equip educators with the theoretical foundations for international teaching. The program offers a robust academic framework that develops reflective, competent, and professionally aware educators. It aligns with the UK’s international education strategy and builds on world-renowned UK teacher training standards.
With a strong emphasis on educational theory, the program offers tailored pathways for primary and secondary educators. It is designed to develop the core competencies necessary for enhancing teaching and learning in diverse international environments. Students are encouraged to gain practical experience through independent initiatives that complement and enhance their academic learning.
Who is it for?
- Practising teachers moving into leadership
- Education professionals broadening their expertise
- Graduates entering the education sector
- Those seeking a pathway to doctoral study
What each module covers
Expand any module to read the content covered and intended learning outcomes.
Content covered
- A critical examination of the origins and the concept of inclusion
- An understanding of statutory legislation and current SEND guidance and the implications of these for teachers
- The roles and responsibilities of class teachers with regard to SEND and inclusion
- Multi-agency working and the need for a family-centred approach
- Adapting the classroom environment and curriculum to ensure the progress of every pupil
- Exploration of international policy and global practices impacting on inclusion
Learning Outcomes
At the end of the module, the students should be able to:
- LO1Critically evaluate a range of theoretical, policy and practice issues related to inclusion in school settings
- LO2Demonstrate a critical understanding of the implications of current SEND legislation for the classroom teacher, other educational practitioners, parents and pupils.
- LO3Demonstrate a critical understanding of how to develop an inclusive ethos, underpinned by a commitment to all children and young people in the community and a critical awareness of the wider social and ethical implications of inclusion.
- LO4Identify factors that contribute to an inclusive learning environment and reflect critically on a range of practical strategies to achieve this.
Content covered
- Critical engagement with subject knowledge for teaching development
- A critical consideration of the planning and assessment cycle
- A critical examination of Assessment for Learning approaches
- A critical consideration of the value of reflective practice in the classroom
Learning Outcomes
At the end of the module, the students should be able to:
- LO1Demonstrate knowledge and understanding, critical awareness and innovation to teach across the curriculum.
- LO2Critically evaluate a range of approaches which inform the planning and assessment cycle to ensure effective class practice.
- LO3Reflect systematically and critically on the effectiveness of teaching and learning and explore the relationship between theory and practice in complex situations.
Content covered
- A critical consideration of learning theories and perspectives on learning drawn from neuroscience, multi-sensory approaches, visible learning, collaborative learning and mediated learning
- A critical evaluation of how these theories influence teaching approaches
- A critical consideration of the role of exploratory and dialogic talk in progressing learning
- Reflection on different approaches to learning adopted in international contexts
Learning Outcomes
At the end of the module, the students should be able to:
- LO1Critically evaluate arguments, related to learning theory, which underpin effective learning and teaching.
- LO2Critically evaluate educational concepts that engage children and young people as learners.
- LO3Articulate an informed, synthesised and critical understanding of perspectives of learning and teaching.
- LO4Critically reflect on and develop a personal philosophy of learning and teaching.
Content covered
- A critical consideration of up-to-date educational issues
- A critical evaluation of recent and proposed changes to educational policy
- A critical discussion of the impact of education policy on school teaching
- A critical consideration of groups of children and young people who are in danger of being marginalised
- Updates of educational changes ensuring preparation for school-based practice is thorough
- Critical examination of international and global issues impacting on school education
Learning Outcomes
At the end of the module, the students should be able to:
- LO1Critically evaluate and present coherent arguments regarding education policy and the effect on teaching.
- LO2Critically evaluate the basis / knowledge base of their own value position related to school education and associated claims to knowledge.
- LO3Engage as a critical professional with the holistic range of current educational issues raised, considering marginalised and minority groups.
- LO4Demonstrate an understanding of the range of strategies teachers employ, and their professional responsibility to support diversity in the classroom.
Hear from our graduates
Educators who took this path, in their own words.
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Learn from an experienced, international faculty of practitioner-scholars.
About Plymouth Marjon University, UK
Plymouth Marjon University, UK
Plymouth Marjon University has been a champion for social inclusion for over 180 years. From Foundation degrees and Apprenticeships to Undergraduate and Master’s degrees, committed students’ study hard to follow their passions in exciting careers. The University offers a wide variety of courses across education and teaching, health and wellbeing, and sport and rehabilitation. Marjon is a small university with a big personality, from the roaring crowds at sport games to the social and friendly community. Students rank Plymouth Marjon highly, as England’s top 2 university for Student Satisfaction and top 3 in England for Social Inclusion. Plymouth Marjon, ranked in the UK’s top 4 for Career Prospects, works closely with a variety of experts and major industry partners to help its students gain vital experience and learn from the latest practices in their chosen sector. Students come away with practical skills and knowledge, bolstering their employability after graduating. Marjon was awarded the top ranking of Gold in the Teaching Excellence Framework (TEF) by the Office for Students. The TEF is a national assessment of higher education institution teaching quality and student experience in England. Complete University Guide 2024 Good University Guide 2024 What Uni Student Choice Awards 2023
International Postgraduate Certificate in Education (iPGCE)
Issued and conferred by Plymouth Marjon University, UK on successful completion. Specimen shown for illustration — names and dates appear on the issued certificate.
How to qualify
Eligibility
What you'll need to applyApplicants must have attained the following qualifications:
- Bachelor’s Degree from a recognized University
- IELTS score of 6.0 overall or a 120 score in Duolingo
Documents needed
What to send with your application
How you'll learn
A flexible, mentor-led online experience — built so busy educators can upskill without a career break.
- Live & interactive lectures by expert faculty
- Recorded sessions for offline viewing
- World-class curriculum by eminent faculty
- Practical learning through seminars & workshops
- Assignments for module assessments
- Easy-to-use LMS, accessible anywhere
- Online library to further enhance your knowledge
- Real-world skills for a well-rounded experience
Where this qualification takes you
Continue your journey
Lead reform and policy with research-driven doctoral study.
SpainLead reform and policy with research-driven doctoral study.
SpainLead reform and policy with research-driven doctoral study.
Spain