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          bed (hons) physical education - secondary education (with qts)

          become a physical education teacher in secondary education.

          100% student satisfaction

          (nss, 2019 and 2020)

          entry requirements

          three a-levels at grades bbc or above.

          or btec triple grades dmm or above.

          or access 30-42 d/m with minimum 18d.

          and gcse english language and mathematics at grade 4 or grade c or above.

          all candidates are required to attend an interview with representatives from schools as well as university tutors.

          ucas points 112

          ucas code x1xh

          duration 3 years full-time

          how to apply for this course

          course summary

          our unique physical education teacher training course leads to qualified teacher status (qts) at secondary level. the course is carefully structured to equip trainee teachers with real-world skills and deepen their passion for teaching. it also trains teachers in educational leadership and resilience, enabling graduate teachers to progress quickly in their careers. this progression is reflected in their salary growth; five years after graduating, our education graduates are the sixth highest earners from any university in wales and england (source: leo data, department for education, july 2018).

          trainees study the scientific principles of physical education and sport and explore these through practical activities. developing a wide range of subject knowledge, this intensive course blends theory and practice helping trainees to understand how children learn best.

          through school based placements in our partnership schools and placements in other educational settings, trainees enjoy ample contact with qualified teachers and students. this enables them to gain a wide range of experience and a healthy understanding of what the profession looks like in the current climate. analytical thinking is encouraged and developed, ensuring that we deliver passionate newly qualified teachers who have a desire to drive their profession forward. with a clear focus on national priorities and current developments in education our pe teacher training graduates are well prepared for teaching today.

          show video transcript

          what is it really like to study bed pe?

          rhian: i would say what i enjoy most about my course is the theory is linked with the practice. so the placements that we go on are really useful, but also we have a lot of practical experiences with schools coming to us. so that gives us a lot more time to plan and evaluate our lessons. and it just gives us so much time on task really, which is good.

          cameron: i enjoy the practical side of it. and also going out on placement, learning on the job is better than being stuck in the classroom really.

          how is marjon helping you to develop as a teacher?

          rhian: a lot of the modules, although in third year are our modules are decreased significantly because, obviously, we're on placement a lot more, the modules that we do are very specific to what we need to improve on. so one of the modules would be diversity in the curriculum, which deals with a lot of modern issues. and it keeps us up to date with what's going on in the outside world whilst we're obviously at university.

          cameron: at the placement experiences you learn from other teachers as well, so it's really good for that. and also through that academic side as well, they teach you the theory behind it, which is also really good. yeah. helps you progress.

          what has been the highlight so far?

          rhian: in my third year, my first placement, just being able to take a class on my own and receiving an outstanding in some of my lessons.

          cameron: probably winning a rugby game for my first time because i've been working with a year seven group for a while and actually, winning a tournament actually. yeah, that was probably a highlight.

          what is the support like?

          rhian: it's really good. i'm a sports' scholar, so a lot of the time i have to take off of placement or off of lectures, because i've got to deal with international commitments. but the university helps me massively, with catching up on lectures and they put things online for me, the lecturers work on a one-to-one basis. so they're really, really helpful there too.

          cameron: yeah, you get loads. you can email the mentors and tutors and they get back to you within the same day, you can arrange meetings and that. there's loads of facilities with the library, librarians obviously, offering loads of opportunity to go and see him as well. yeah. there's loads of opportunities.

          thinking about your future in teaching, what are you most looking forward to?

          rhian: just the variety of experiences that i'm going to have. so taking sports teams away and just working with a wide variety of pupils, different age ranges, i'm really looking forward to it.

          cameron: yeah. i think just being a teacher, really. just getting to know kids. yeah. and just making an influence on people's lives. yeah, going forward.

          why this course at marjon?

          enhancement means you can pick up a second specialist subject when you qualify to teach.

          study in small groups with access to world class facilities.

          on-site sport and health centre, pool, gym and sports therapy clinic.

          easy access to teaching and coaching qualifications to enhance your subject knowledge and career prospects.

          variety of teaching and assessment styles designed to enable you to find your own strengths.

          school based training in every year and 26 weeks on teaching placement in the final year.

          students say...

          harry woolway

          “the support from the lecturers is outstanding. the range of theory and practical learning is top drawer and allows you to build amazing subject knowledge. the school placements give you insight into what it takes to be a pe teacher. on this course i’ve personally developed greater self confidence and i’ve learnt how to achieve high standards of academic work.”

          cameron bidgood

          “i enjoy being able to learn through practical experience on placements as you are learning on the job in the profession you are going into. i’ve received lots of guidance from lecturers and mentors. tutors are easily to access and they understand how to accommodate your needs. there are excellent facilities to enable me to gather wider research.”

          jack perry

          “i like the ratio of practical to theory as it allows you to develop your skills as a teacher. we have specific workshops that give us the best chance to succeed, looking at things like how to write essays or do academic referencing. the lecturers are amazing and will support you both personally and professionally.”

          this course is perfect if you're curious about

          is it possible to influence children to engage with lifelong physical activity?

          can schools impact the health of children and adolescents?

          can you teach maths or literacy through physical activity?

          could high quality physical activity in schools save the nhs budget in decades to come?

          how do you engage the disengaged with physical activity and sport?

          could less 'traditional' activities such as yoga or street surfing motivate more children?

          "the course is well structured, thorough, and clearly effective in producing outstanding teachers of physical education ... there are many aspects of excellent practice within the course for which the team should be applauded ... assessment tasks are innovative and creative. the extent to which the assessments enable students to apply theory to practice is very good."
          external examiner . - 2020

          what might you become?

          on completion of this programme you will be a fully qualified teacher of secondary physical education. you may also choose to do an enhancement in a second subject, key stage 5, primary or special education, to enhance your employability as an early career teacher (ect). ofsted (2014) 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’. over 90% of our trainees go on to secure teaching posts locally, nationally or abroad which is above national rate. others go on to further postgraduate study or research posts within higher education. some of our trainees have gone on to establish themselves as freelance specialist teachers in their field of expertise.


          martha tavinor

          “one of the most significant factors in regards to preparation for work was the school based training placements that i completed throughout my 3 years at the university. not only that but the broad range of topics we covered ensured that we had the appropriate baseline skills for teaching and the means to develop in whichever way best suited us. the university staff provided endless amounts of support which is helped by the open door policy and willingness to help at any hour of the day!”

          marta is now working as a pe teacher.

          modules for this course

          course snapshot

          "in our first year we learnt the foundations of teaching, behaviour and how to manage a classroom. we also learnt about non-invasion games like tennis and badminton and learnt different drills we could teach children. in our second year we went on a placement and also did a special needs placement to learn practices from teachers in different learning environments. we also looked at drills to teach invasion games like football and rugby. third year is largely placement-based but we are also engaging with current issues in education."
          charlotte - third year, bed (hons) physical education – secondary education


          1st year

          becoming a teacher
          study the role of the teacher and the place of physical education within the curriculum. this module includes a 3 week placement in a secondary school to gain practical teaching experience.
          scientific and pedagogical aspects of physical education
          this module runs throughout the first year and links theory with practice, investigating how pupils learn and apply the fundamental principles of movement in a practical setting.
          the science of athletics and health related activities
          understand how to achieve and maintain good health by learning about the major systems in the body. develop an understanding of the pedagogic principles of teaching athletics.
          holistic development through outdoor and adventurous education
          understand the place of outdoor and adventurous activities in the national curriculum and the unique role oaa has in developing physical, social, emotional and cognitive characteristics.
          managing learning through non-invasion games
          increase subject and tactical knowledge in a range of activities whilst developing an understanding of how to organise, manage and teach large groups.

          2nd year

          curriculum and pedagogy
          this module runs across the whole year and includes x2 four week placements in schools with a focus on the 14-19 curriculum and government frameworks and how to plan for pupil progress.
          assessment and pupil progress
          understand the importance of using assessment effectively to plan for pupil progress. use assessment for learning strategies to improve the quality of teaching and pupils’ learning.
          analysing and assessing performance through invasion games
          develop knowledge, skills and understanding in a variety of traditional and non-traditional invasion games; use technical analysis to improve performance.
          social sciences in physical education
          focus on the content of level 3 examination qualifications to develop an understanding of sociological, cultural, psychological and historical perspectives of physical education, physical activity and sport, using current research.
          promoting creativity through aesthetics
          develop an awareness of the value of aesthetic activities such as gymnastics and dance on the school curriculum and how to engage learners in their own creative development.

          3rd year

          secondary education, schools, learners and teachers
          critical reflection of pedagogic strategies and approaches used in school to engage and develop learners. includes two longer school placements and enables trainees to achieve the minimum expectation of the teachers’ standards, to become a qualified teacher.
          current issues in education
          explore and appraise the most relevant research based on current issues within schools and education, including national priorities and the most recent government initiatives.
          health based approaches to physical education
          explore the variety of diverse activities available to young people and the impact they have on participation. compare experiences of different activities and understand how different health agencies work to support healthy lifestyles.
          research in education
          honours level research study into an educational topic of your choice; a wide reading base will support a critically reflective investigation to support professional development in teaching.

          fees and funding

          fees uk students: £9,250 per annum

          fees for international students: £12,000 per annum

          teaching and assessment

          how will you be taught?

          includes lectures, seminars, tutorials, workshops, practical sessions in the sports science lab, practical sessions to develop subject knowledge in pe and conferences. 26 weeks of placement experience, in five blocks in different educational settings.

          how will you be assessed?

          includes portfolios, presentations, essays, blogs, portfolios, exams, practical skills assessment, teaching practice and a final research project.

          course leader

          julie stevens

          julie stevens taught in secondary schools as a pe teacher in devon, cornwall and sussex, having worked as a head of dept 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 teacher training and physical education.

          view full profile


          clare bulford


          view profile

          clare graduated from marjon as a pe teacher and returns as a lecturer following a very rewarding career teaching pe, mentoring trainee teachers, being head of ks3 pe, house leader and assistant head of sixth form.

          hannah wood


          view profile

          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.

          more information

          • a dbs (disclosure and barring service) check is required.
          • we have a responsibility to ensure that trainees have the health and physical capacity to teach. candidates must meet the secretary of state’s requirements for physical and mental fitness to teach as detailed in ‘fit to teach’ by completing an on-line medical questionnaire.
          • the skills tests no longer exist as an entry requirement however, all teachers are expected to be competent in fundamental english and mathematics. we will be assuring that trainees have these skills either during the selection process, or later during the training programme.
          • please note that level 2 key skills in application of numbers and communication or certificates in adult literacy or numeracy, are not sufficient to meet the entry requirements to a bed programme.

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