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PGCE Secondary Education with Physical Education (PE)

Become a PE teacher and earn Qualified Teacher Status (QTS). Marjon is the top university in the UK for education-based courses in the Postgraduate Taught Experience Survey 2021. We've been training teachers for 180 years, we know education.

Two PE teachers coach the girls basketball team

Qualified Teacher Status (QTS)

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Entry requirements

A degree at 2:2 or above

GCSE English and Mathematics at grade 4 or grade C or above (or an equivalent qualification)

Experience of working with young people

We are committed to safeguarding and promoting the welfare of children and trainees. All trainees are expected to share this commitment and demonstrate consistently high standards of personal and professional conduct.

See full entry requirements


UCAS code Apply via gov.uk

UCAS institution code P63

Duration One year full-time or two years part-time

Any questions about postgraduate study at Marjon?

Contact Rachel Bailey-Lewis, our Student Recruitment Officer (Postgraduate).

Course Summary

Do you want to become an outstanding PE teacher? Our specialist PGCE Physical Education is a direct route to a career you can be proud of. Inspiring PE teachers provide a wealth of opportunities for all people, regardless of experience or ability to develop physically, socially, emotionally and cognitively. Great PE teachers can motivate pupils to be successful lifelong learners.

Trainees on our PGCE Physical Education acquire a broad and deep understanding of a teacher’s daily activities in challenging and diverse settings. Furthermore, our PGCE Physical Education trainees take up ‘enhancements’ linked to other curriculum subjects, primary phase or special education needs and diversity which enhance their employment opportunities.

The curriculum is based around three themes and these are embedded in all MTEP modules across our provision and is carefully structured to provide you with the skills and subject knowledge required to teach effectively:

The themes are:

- The professional role of the developing teacher

- Development of teaching and learning

- Curriculum and specialisms

Our processes are aligned with the MTEP curriculum, the CCF, the ECF, the ITE Ofsted inspection framework and the Teachers’ Standards and explicitly considers how all components are sequenced incrementally to build your expertise and confidence. 

At Marjon, we pride ourselves on the quality of our teaching programmes. Ofsted 2023 commented: “Academic assignments will introduce you to a wide range of research and prompt high levels of reflection”. If the idea of joining these trainees inspires and motivates you, it’s time to start the application process!

Why this course at Marjon?

Top university in the UK for education-based courses in the Postgraduate Taught Experience Survey 2021

93.9 % of our graduates are in further study, sustained employment or both five years after graduating, compared to a sector average for England of 88.2% - we are 1st in the South West (LEO, 2019)

We have relationships with around 300 schools to give you a wide choice of learning experiences

Marjon education and teaching graduates are 3rd in all University providers for graduate earnings five years after leaving the university (Institute for Fiscal Studies, 2018)

Our graduates are more socially mobile than other providers across the South West with more trainees gaining ECT employment in more diverse areas (DFE Supply, Retention and Mobility data, 2018)

We recognise the value of excellent role models in initial teacher training and promote the involvement of outstanding teachers and specialist leaders in education in working with trainees

Modules for this course

1st Year

Professional practice in schools
By the end of this module trainees should be able to demonstrate the competencies of a newly qualified teacher (NQT) by achieving the minimum expectation required by the Teachers’ Standards. The module includes two placements in schools.
Learning behaviours in context
麻豆精品视频 a range of learning and teaching theories and strategies to develop an understanding of how children learn. Critically evaluate research and current developments in education that inform the application of routines, relationships and responses in context.
Becoming a teacher: a reflective journey
Systematically reflect on and evaluate the effectiveness of subject specific pedagogy on learning experiences and develop a range of approaches to use in schools.
Inclusion in the secondary classroom: maximising achievement
Investigate and discuss a wide range of sources to develop a secure knowledge and understanding of theory, policy and practice to help identify the issues around maximising pupil achievement. Develop understanding and skills which contribute to a fully inclusive classroom.
Understanding the learner: assessment and progress
Understand the essential link between planning and assessment and develop a critical awareness of planning for progression and its effect on learning.

Current students say...


Rachel Turner

鈥淭he course gave me hands on experience in a school straight away and allowed me to build relationships with staff and pupils which was been really beneficial when I started to teach. This alongside regular training sessions has enabled me to develop my knowledge and skills which has enhanced my teaching ability. Regular feedback and target setting has improved my teaching. I am enjoying the challenge this course brings. My confidence when teaching has improved so much, and continues to do so.鈥


Liam Cullen

鈥淭he support from all the staff has been amazing. Also, the closeness you have with your course mates fosters a spirit of togetherness which has been very enjoyable. The course has given me confidence to enter new situations and flourish. I feel far and away more knowledgeable about my subject than I ever did.鈥

This course is perfect if you’re curious about these questions...

How can I build strong relationships with pupils, colleagues and parents in school?

How can I promote a love of learning in my pupils and a passion for Physical Education?

How can I develop individual’s interest in personal health and fitness?

What can I do to develop my ability to become a leader in education?

How do good teachers keep on top of their workload?

How do I best prepare for applying for teaching jobs?

There is a tremendous amount of excellent practice and hard work evident in the delivery of PGCE Secondary PE programme ... The course team should be commended on their handling of the awarding of QTS ... The PGCE course is well designed and clearly effective in producing outstanding teachers of physical education.
External moderator - 2020

See where our graduates are now


James Harris

鈥淚 love the fact every day is different and working with young people is the most rewarding occupation. Although some days are challenging, knowing you are making a positive impact on the pupils you work with is well worth it. My PGCE provided me with the opportunity to gain experience in a school environment to develop knowledge and skills needed for the work place. Staff are fantastic and very supportive through a challenging year! I would recommend the course and university to anyone.鈥

James is a PE teacher.

What might you become?

Plymouth Marjon University is widely renowned for producing excellent teachers. We have superb links with over 300 partnership schools throughout the South West, London and overseas and our graduates teach in schools across the country. Our curriculum was praised by Ofsted for being "Designed to ensure you are well prepared for your wider professional responsibilities, including for pupils’ pastoral care. You will gain a secure understanding of how best to teach personal, social, health and citizenship education, in addition to your chosen subject specialism(Ofsted, 2023).

We have a long established history of teacher education, we've have 180 years of experience in training teachers. A PGCE from Marjon represents a strong start to any teaching career. 93.9 % of our teaching graduates are in further study, sustained employment or both five years after graduating, compared to a sector average for England of 88.2%. This makes us 1st in the South West (LEO, 2019).

Working with:

Department for Education Logo

Dept for Education

Marjon is recognised as a teacher training provider by the Dept for Education.

School-based learning may be available

This course may also available through one of our Lead Partners as a school-based PGCE. School-based PGCEs mean you'll be in the classroom from week one of your course, and are often best suited to those who already have classroom experience. More information about what to expect from a school-based PGCE can be found here, and the specific details about local arrangements to deliver the programme are available from each Lead Partner. Their contact details are below:
 
To view these courses on the DfE Apply portal, click 

How you鈥檒l be taught and assessed?

How will you be taught?

Collaborative learning, critical reflection and a strong culture of support underpin the Physical Education PGCE, and trainees will enjoy a stimulating and effective learning environment from start to finish. You will have a minimum of 120 days in school in 2 block placements and 12 weeks in University undertaking a range of activities, teaching includes lectures, seminars, workshops, practical sessions, conferences, tutorials, independent study or research and school based training.

How will you be assessed?

Assessments relate to your development of practice in school. All are coursework based, you will generate reflective journals, portfolios, essays and presentations.

Placement assessment is carried out by school mentors and university tutors against the three themes of the MTEP curriculum:

- The professional role of the developing teacher

- Development of teaching and learning

- Curriculum and specialisms

Claire Hadfield

Claire Hadfield

Course leader

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Claire is Programme lead for the Secondary PGCEs and Schools Direct. Claire's specialist subject is English and before joining Marjon she worked in various secondary schools in Exeter as well for South West Teacher Training. Her research interests are reflective practice, teacher identity and retention.


Fees and funding

Fees UK students: 拢9,250


Fees for International students: 拢14,500


This fee covers your tuition and access to course-specific equipment and facilities, as well associated services including access to the library, study skills support, IT support, student support and wellbeing services and membership of the Student Union. There may be additional costs by course.

Funding available for this course

Our Student Funding Advisors offer confidential and impartial advice about your funding options.

Learn more

Lecturers

Clare Bulford

Lecturer

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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.

Claire Hadfield

Senior Lecturer

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Claire is Programme lead for the Secondary PGCEs and Schools Direct. Claire's specialist subject is English and before joining Marjon she worked in various secondary schools in Exeter as well for South West Teacher Training. Her research interests are reflective practice, teacher identity and retention.

Philip Roberts

Senior Lecturer

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Phil Roberts is a Senior Lecturer and leads the BEd (Hons) Physical Education in Secondary Education (with QTS) programme. He takes great pride in his teaching career, which has spanned nearly twenty years in secondary school education. He is enthusiastic about embarking on this new chapter with the Marjon Teacher Education Partnership (MTEP).

Nathan Walker

Postgraduate PE Programme Coordinator, Lecturer of PE & Teacher Education.

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Postgraduate PE Programme Coordinator & Lecturer of Physical Education and Teacher Education for Marjon Teacher Education Partnership. Previously a leader and teacher of PE in the UK, the Middle East, Malaysia, and China. Interested in mentoring and coaching trainee teachers and mentors, physical education curriculum design, knowledge-rich curriculum, and constraints-led approaches. 


More information

The programme is designed to combine PE subject knowledge (including practical activities & sports science), professional attributes and professional teaching skills. The programme is challenging and intensive whilst being immensely enjoyable, we pride ourselves on building a strong culture of support within the group and work on the ethos of collaborative learning.

The programme’s general aims are to:

  • Develop trainees’ critical and analytical thought, intellectual reasoning and practical skills in a range of diverse settings.
  • Help trainees from varied cultural and social backgrounds to fulfil their potential both intellectually and practically.
  • Provide a stimulating and effective learning environment in which trainees feel secure, motivated to learn and can demonstrate secure professional and academic knowledge, skills and understanding.
  • Prepare trainees for employment and further postgraduate study by equipping them with a diverse range of skills at Masters level through engaging in innovative and creative teaching and learning.

 

Findings from Ofsted 2014:

  • 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".
  • "Successful completion and employment rates are consistently high and well above national and regional averages".
  • "The enhancement part of the programme enables trainees to develop particular skills in a specific area; for many, this involves further development of subject knowledge to enable, for example, physical education trainees to teach another subject".

Apply now for this course

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