PGCE Secondary Physical Education (QTS)

PGCE, Full-time

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Key Details

  • 1 Years
  • X9C6 Course Code
  • Full Time
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Overview

Overview

The Post Graduate Certificate in Education (PGCE) is the most widely recognised UK post graduate award and is transferable.  It is accepted, across the UK and internationally, as an assurance that the candidate has achieved the high standard expected for entry to the teaching profession.

This course will not only prepare you to teach Physical Education (PE) across the 11-16 age range with post 16 enhancement in secondary schools, but will provide you with valuable knowledge so you develop into an effective classroom practitioner. Providing you with a solid foundation of professional awareness and understanding, the course will foster and develop your competence and confidence in imparting your subject knowledge to young people. Newman can offer you a rich diversity of partnership schools, through a combination of supportive school experiences and active teaching and learning sessions you will develop as a teaching professional.

Students are encouraged to develop into reflective teachers; practitioners who can respond effectively to the learning needs of young people in school and apply imaginatively the principles underpinning a broad and balanced physical education programme.

A significant part of the course will be spent in schools obtaining valuable classroom experience under the supervision of trained mentors and Newman lecturers.

The rich diversity of partner schools ensures a variety of school contexts within which teaching skills can be developed. Nationally recognised sports coaching courses are also available to students studying this course at Newman.

Course Content

The Teaching Agency has set out professional standards for qualified teacher status (QTS) in relation to:

  • Professional Values and Practice
  • Knowledge and Understanding
  • Teaching.

The major aim of the PGCE course is to enable you to meet those standards.

In addition to developing knowledge of the secondary PE curriculum you can also expect to focus on classroom management, lesson planning and assessment techniques, learning and teaching styles and strategies.

Newman University’s international links in both Europe and South Africa have developed thriving partnerships that have produced a wealth of resources that allows PE trainees to incorporate an international dimension into their teaching e.g. the Create to Innovate programme (developed in through links with learners in South African townships). As a student studying this course, you will also have access to nationally recognised sports coaching courses which will enhance your PGCE.

School Based Learning

Teaching experiences take place in two blocks of 7 and 12 weeks respectively. Students are placed in a number of local schools so as to gain as much experience as possible. During the PGCE year you are offered a variety of other experiences including working in primary schools, outdoor education sessions and special educational needs (SEN) schools so as to further develop your skills and knowledge.

You will gain experience of teaching in at least two secondary schools and acquire high level skills in the application of new technologies in teaching and learning. School-based learning includes observation of experienced teachers, a structured programme of group and whole class teaching and a series of directed activities to explore whole school issues. In addition there is the opportunity to develop your own professional interests through individual experiences. You will be encouraged to explore further aspects of PE education with groups of pupils across the age and ability range, including those with special educational needs.

Special Features

• You may have the opportunity to benefit from Newman’s International involvement by contrasting UK teaching to that in overseas locations

• Teaching comprises a balanced mix of lectures, seminars, workshops, school-based experience and fieldwork to furnish you with transferable skills

• Individual development will be assessed in a variety of ways throughout your course including the evaluation and monitoring of professional classroom competencies by school-based mentors supported by Newman tutors

Entry Requirements

An Honours degree of which sports or a sports related subject forms part, or a recognised equivalent qualification.

GCSEs (or in exceptional circumstances their equivalent) in  English Language and Mathematics at grade 4 (grade C previously) are required at application point.

School experience is desirable, but not an essential requirement prior to interview. However, having experience in a school will:

  • Ensure that you are making the right decision to join the PGCE/UG ITE programme
  • Allows you to add additional information at interview about the experience that you have had when working with children
  • Gives you an advantage when you start the course as you will be able to make links between your learning and how this relates to school

At interview we will discuss with the applicant any relevant school experience or opportunities that applicants have had to work with school aged children; in a variety of settings.

The quality and variety of your personal statement is an important factor in the decision to call you to interview. Candidates must attend an interview and take part in literacy and numeracy tasks at Newman University.

Passing the National Skills Tests for Literacy and Numeracy, together with obtaining a Disclosure and Barring (DBS) clearance and meeting the requirements for Fitness to Teach is also required.

For full entry requirements please see our admission requirements page.

Skills Tests Further Information – Click Here

Interview Further Information – Click Here

Contact details

ContactAdmissions Tel: 0121 476 1181 (Ext. 2378) Email: admissions@newman.ac.uk

Contact for course content enquiries: Liz Plummer (Senior Lecturer in PESS) Tel: 0121 476 1181 (Ext. 2315) Email: e.plummer@newman.ac.uk

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Course Fees

2018/19: £9,250*

*Fees shown are for 2018/19 academic year. The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).

Additional costs: A Disclosure and Barring Service (DBS) is required for entry into this programme. The cost of the DBS is currently £55 (including processing fee) with the option of subscribing to the update service which is currently £13 per year. For more information on your DBS application please click here.

Modules

As a full-time postgraduate student, you will study a total of 60 credits.  Credits are made up of mandatory modules and they are listed below. Modules are 30 credits and you will be required to complete several 0 credits modules also.

  1. SUBJECT KNOWLEDGE AND PROFESSIONAL PRACTICE FOR TEACHING
    (Compulsory) sgp600
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    MODULE SUMMARY :

    This module enables students to develop their knowledge and skills in order to demonstrate that they meet the teachers’ standards for the award of QTS. Delivery of this non-credit bearing module is designed to support teaching placements where the skills and knowledge are both developed and demonstrated. The intended outcomes of this module are successful in demonstrating that they meet the teachers’ standards. Evidence of meeting the outcomes of this module will be demonstrated through an e-portfolio that contains a professional journal and professional development record and evidence of how the teachers’ standards have been met. 

     

    CONTACT HOURS :

    Scheduled : 80.00 Independent : Placement : Total :  80.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    Develop students’ understanding and knowledge of effective professional practice in the following teachers’ standards:

     

    1. Set high expectations which inspire, motivate and challenge pupils
    • establish a safe and stimulating environment for pupils, rooted in mutual respect

    • set goals that stretch and challenge pupils of all backgrounds, abilities and   dispositions

    • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

       

    1.  Promote good progress and outcomes by pupils
    • be accountable for pupils’ attainment, progress and outcomes

    • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

    • guide pupils to reflect on the progress they have made and their emerging needs

    • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

    • encourage pupils to take a responsible and conscientious attitude to their own work and study.

       

    1. Demonstrate good subject and curriculum knowledge
    • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

    • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

    • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

       

    1.  Plan and teach well-structured lessons
    • impart knowledge and develop understanding through effective use of lesson time

    • promote a love of learning and children’s intellectual curiosity

    • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

    • reflect systematically on the effectiveness of lessons and approaches to teaching

    • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

    1.  Adapt teaching to respond to the strengths and needs of all pupils
    • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

    • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

    • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

    • have a clear understanding

    • of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

       

    1.  Make accurate and productive use of assessment
    • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

    • make use of formative and summative assessment to secure pupils’ progress

    • use relevant data to monitor progress, set targets, and plan subsequent lessons

    • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

       

    1.  Manage behaviour effectively to ensure a good and safe learning environment
    • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

    • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

    • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

    • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

       

    1.  Fulfil wider professional responsibilities
    • make a positive contribution to the wider life and ethos of the school

    • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

    • deploy support staff effectively

    • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

    • communicate effectively with parents with regard to pupils’ achievements and well-being.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    Demonstrate a critical understanding of subject pedagogy and professional practice in all the teachers’ standards. This will be achieved through the following learning opportunities:

     

    • Professional practice seminar group study examining aspects of professional practice that are common to all secondary subject teachers, focussing in particular on current school improvement priorities including: Safeguarding pupils, child protection, tackling extremism and e-safety, teaching literacy and numeracy in subjects, supporting underperforming pupils and stretching the most able, teaching SEND and EAL pupils;

       

    • Subject specialism practical sessions that explore subject knowledge for teaching and subject specific pedagogies. Problematic areas of subject knowledge, planning well-structured lessons, assessing progress in subject learning and differentiating progress in the subject are all examined through practical engagement with developing both subject knowledge and teaching strategies.

       

    • A group tutorial that supports engagement with the professional expectations of the course. Students will develop professionalism and working in communities of practice and independent learning and reflection skills.

       

    • An e-portfolio will enable students to develop self-reflection skills and to track their progress and set meaningful and achievable learning goals toward evidencing the teachers’ standards.

       

    METHOD OF ASSESSMENT :

    Component 1 - % Assessment of Students' Progression to Meeting Teachers' Standards, including Attendance and Engagement with e-portfolio

  2. EVIDENCE INFORMED LEARNING, TEACHING AND ASSESSMENT IN PHYSICAL EDUCATION
    (Compulsory) sgp719
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    MODULE SUMMARY :

    This module enables students to develop their understanding of how to manage the learning and teaching environment in school. Three strands of teacher practice are explored: How children and adolescents learn; effective approaches to behaviour management for learning in school and assessment of learning in school.

     

    This learning will be facilitated through taught sessions that introduce theoretical perspectives and research evidence on these three aspects of practice and develop reflection on the implications of evidence for developing practice. School placement will provide opportunities to develop personal practice that implements the implications of an evidence base and reflect on the relationship between theory and practice.

    CONTACT HOURS :

    Scheduled : 78.00 Independent : 122.00 Placement : 100.00 Total :  300.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Develop a systematic understanding of professional knowledge, and a critical awareness of current problems informed by current research and advanced scholarship;

       

    • Prepare students to deal with complex issues both systematically and creatively, make sound judgements on the implications of an evidence base, and communicate their conclusions clearly to a specialist audience;

       

    • Develop and understanding of the informing principles and the key characteristics of evidence-informed arguments for effective school-based practice in understanding learning, behaviour management and assessment;

       

    • Enable students to reflect upon a range of evidence drawn from first-hand observations, contemporary educational research and inspection findings to support an informed perspective of learning, behaviour management and assessment practice in school, classroom settings and related learning environments;

       

    • Enable students’ to demonstrate critical-reflection on observed practice that examines the limitations and constraints on practice in a school setting the makes reference to relevant reading, research and inspection findings.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    Demonstrate a critical understanding of three key components in effective evidence informed teaching:

    • Through the exploration of the aims of Physical Education by experiencing  different activity  areas an understanding of child and adolescent learning through theoretical and practical perspectives will be explored
    • Behaviour Management – Understand how to apply practical strategies and knowledge to deal with pupil behaviour effectively and deliver a high quality climate for learning in subject teaching both inside the classroom and through the use of the outdoor environment.
    • Assessment – understand the assessment of pupil progress, using summative as well as formative approaches. Understand concepts in summative assessment (such as validity, reliability, norm referencing and criterion referencing). Be able to work with pupil data to plan intended learning outcomes for pupils and describe expected progression related to physical education understanding and conceptual development.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4000 words)

  3. PROFESSIONAL ENQUIRY AND SUBJECT LEADERSHIP IN PHYSICAL EDUCATION
    (Compulsory) sgp720
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    MODULE SUMMARY :

    This module engages students with problematic areas of teaching and learning of Physical Education in the secondary school. Pedagogic approaches that facilitate learning in school of these problematic areas of the subject curriculum are explored through practical engagement with subject specific pedagogic knowledge in seminar sessions. Students develop an area of expertise in their subject pedagogy that encourages future leadership, initially leadership of classroom learning in their subject and then potential subject leadership within school. The development of this expert knowledge provides opportunity to show creative problem solving informed by research evidence in an area of practice.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 114.00 Placement : 100.00 Total :  238.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Develop a systematic understanding of subject pedagogy, and a critical awareness of current problems informed by current research and advanced scholarship;

     

    • Evaluate critically, current research and advanced scholarship in specialist subject pedagogy and children’s learning in Physical Education;

    • Develop Students’ originality in the application of knowledge to evaluate teaching strategies and develop critiques of them and, where appropriate, to propose new strategies to develop classroom leadership of learning;
    • Develop Students’ understanding of how established techniques of research and enquiry are used to create and interpret knowledge of the effective teaching of Physical Education;
    • Encourage creative teaching of Physical Education;

    • Develop the professional knowledge of issues in the teaching of Physical Education that will support future subject leadership in school.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Explore challenging aspects of subject knowledge that present challenges within the subject.
    • Examine subject specific pedagogies in Physical Education teaching that evidence supports as potentially effective strategies to help pupils overcome barriers to subject learning, such as creating ‘safe’ learning environments.
    • Demonstrate awareness of how pedagogic developments that stem from research evidence and the development of professional practice can enhance learning
    • Develop a detailed knowledge of current research that relates to the teaching of an aspect of the Physical Education curriculum; such as National Curriculum, Government initiatives, Sport England policies.
    • Demonstrate how they can critically reflect on evidence from research and practice to develop creative strategies to address contemporary issues through the study of cultural understanding and diversity;
    • Demonstrate an awareness of relevant health and safety issues in teaching practical aspects of Physical Education through a range of activities and in a range of environments.
    • To appreciate how Physical Education can be delivered globally.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Essay (4000 words)

  4. HOST SCHOOL PLACEMENT
    (Compulsory) sgs601
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    MODULE SUMMARY :

    This module allows trainee teachers to begin, develop and practice their professional competences as a secondary school teacher, through work in school and classrooms settings over an academic year. It is organised so that over the academic year the trainees will take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the experience they will have the opportunity, supported by School Based Mentors, Class teachers and subject leaders to develop the qualities and skills necessary to manage pupils, monitor their learning and reflect upon and evaluate their knowledge of the National Curriculum requirements. They will demonstrate expertise in the pastoral and professional duties of a teacher and acquire skills in monitoring pupils’ progress.

    CONTACT HOURS :

    Scheduled : 0.00 Independent : Placement : ##..## Total :  0.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable Trainee Teachers to observe and practice the procedures which support effective preparation for teaching and learning as set out in Teachers’ Standards (2012)

    • Enable the trainees to make the transition from observing and supporting lessons to independently planning and delivering lesson

    • Enable trainees to develop a range of behaviour management strategies, which they are increasingly able to apply effectively and appropriately

    • Acquire professional competencies necessary to deliver their specialist subject as laid out in the National Curriculum and national qualification examination board syllabi, for Key Stage 3, 4 and 5 (as appropriate) so as to merit Qualified Teacher Status

    • Provide trainees with a structured programme and a supportive environment which will enable them to observe, develop and practise a range of professional skills and competences, which will develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities

    • Provide opportunities to contribute to the teacher’s wider role of pastoral care, including experience of form tutoring, PSHE and Citizenship.

    LEARNING OPPORTUNITIES :

    No i

    Students will, by the end of the module, have the opportunity to:

     

    • Demonstrate a knowledge and understanding of the National Curriculum requirements national qualification examination board requirements, QCA schemes of work (if applicable) in development of key skills for Key Stages 3, 4 and 5 (as appropriate) in their specialism.  

    • Present their specialist subject knowledge clearly and relevantly to the pupils and appraise the place and contribution that their subject makes within the school curriculum.

    • Demonstrate an understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, evaluation and assessment, monitoring and recording of pupils progress for the effective learning for every pupil.

    • Evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.         

    • Critically reflect upon the quality if their teaching and its impact upon learners and use this information to inform future practice.

    • Demonstrate effective differentiation of teaching to meet the needs of all learners through the use of challenging learning objectives, range of teaching strategies and effective monitoring and assessment.

    • Create and maintain a purposeful and orderly learning environment within a classroom.

    • Develop and maintain effective working relationship with pupils, adults and other professionals.

       

    METHOD OF ASSESSMENT :

    Component 1 - % Assessment of Summative Report and Evaluation of Professional Documentation

  5. SECOND SCHOOL PLACEMENT
    (Compulsory) sgs602
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    MODULE SUMMARY :

    This module allows trainee teachers to develop, practice and demonstrate their professional competences as a secondary school teacher through work in school and classrooms over a minimum of a six week placement. This module is organised so that the trainees will be responsible for teaching pupils and fulfilling the duties expected of a teacher. During the second school placement they will have the opportunity, supported by School Based Mentors, class teachers and subject leaders to demonstrate the qualities and skills necessary to manage pupils, monitor their learning and reflect upon and evaluate their knowledge of the subject curriculum requirements. They will demonstrate expertise in the pastoral and professional duties of a teacher and continue to acquire and develop skills in monitoring pupils’ progress.

    CONTACT HOURS :

    Scheduled : Independent : Placement : 315.00 Total :  315.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable Trainee Teachers to observe and practice the procedures which support effective preparation for teaching and learning as set out in Teachers’ Standards (DfE, 2012);

    • Enable trainees to apply their host school training placement standards and expectation in a new setting and build on their professional knowledge and skills;

    • Enable the trainees to independently plan and deliver lessons in a new setting;

    • Enable trainees to further develop behaviour management strategies, which they are increasingly able to apply effectively and appropriately in a range of settings;

    • Continue to demonstrate the professional competencies necessary to deliver their specialist subject as laid out in the National Curriculum and national qualification examination board syllabi, for Key Stage 3, 4 and 5 (as appropriate) so as to merit Qualified Teacher Status

    • Provide trainees with a structured programme and a supportive environment which will enable them to observe, develop and practise a range of professional skills and competences, which will develop their own professional values and judgement. This professional role is premised upon commitment to equal opportunities

    • Provide opportunities to contribute to the teacher’s wider role of pastoral care, including experience of form tutoring, PSHE and Citizenship.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Continue to demonstrate a knowledge and understanding of the National Curriculum requirements, national qualification examination board requirements. QCA schemes of work (if applicable) in development of key skills, Every Child Matters and Extended Schools Policy.

    • Present their specialist subject knowledge clearly and relevantly to the pupils and appraise the place and contribution that their subject makes within the school curriculum.

    • Demonstrate an understanding of the practice, process, strategies and methods of planning, teaching, behaviour management, evaluation and assessment, monitoring and recording of pupils progress for the effective learning for every pupil.

    • Evidence a working knowledge of teacher’s contractual duties including teaching, pastoral and legal duties.

    • Critically reflect upon the quality if their teaching and its impact upon learners and use this information to inform future practice.

    • Demonstrate effective differentiation of teaching to meet the needs of all learners through the use of challenging learning objectives, range of teaching strategies and effective monitoring and assessment.

    • Create and maintain a purposeful and orderly learning environment within a classroom.

    • Develop and maintain effective working relationship with pupils, adults and other professionals

       

    METHOD OF ASSESSMENT :

    Component 1 - % Assessment of Summative Report and Evaluation of Professional Documentation

  6. PRIMARY SCHOOL PLACEMENT
    (Compulsory) sgs603
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    MODULE SUMMARY :

    This module allows trainee teachers opportunity to develop a comprehensive understanding of progression before and into the age range for which they are training to teach. They will have the opportunity to observe practice in a primary school over a one week placement. During the primary school placement they will have the opportunity to observe and discuss teaching at key stage 2 with class teachers and subject leaders to develop their understanding of transition to key stage 3.

    CONTACT HOURS :

    Scheduled : Independent : Placement : 35.00 Total :  35.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable Trainee Teachers to observe teaching at key stage 2 and if possible key stage 1;

    • Enable trainees to develop an understanding of transition from key stage 2 to secondary school;

    • Enable the trainees to reflect on how their own teaching could enhance the transition across age phases.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Demonstrate a knowledge and understanding of teaching and assessment approaches at key stage 2;

    • Demonstrate a knowledge and understanding of arrangements to support transition from primary to secondary school;

    • Develop their own teaching to support effective transition of pupils from key stage 2 to key stage 3.

    METHOD OF ASSESSMENT :

    Component 1 - % Assessment of Reflective Professional Journal Entry and Summative Report