PGCE - Secondary - Physical Education

This page includes specific details for the Secondary PGCE with a subject specialism in Physical Education. Full details of the course are available on the wider Secondary PGCE course page.

Context

The course was inspected by HMI 2010. The inspectorate rated the course as Outstanding. This puts the University PGCE Secondary PE course among the top courses in the country. The course has been running since 1995 and the University has built very strong links with its partner schools.

Rationale

The course aims to empower student teachers with the knowledge, skills and understanding in order to meet the TDA standards and achieve the award of Qualified Teacher Status (QTS). Student teachers are encouraged to begin the process of reflection as early as their interview and this is developed throughout the course. To support the learning process, student teachers share ideas and experiences and raise issues of concern and interest and use lectures as a forum for discussion. This is important not only during the intense PGCE PE year but also during the career long process of professional development in teaching.

Student teachers are encouraged to form work groups to meet outside University/school hours and to accept and seek out invaluable support from others they come into contact with on a regular professional basis: subject leader, University tutors, professional mentor, subject mentor and other school colleagues. Student teachers complete an audit of their experiences prior to interview and if accepted take a shared responsibility for ensuring that areas of development in relation to the National Curriculum, school and placement experience are addressed before and throughout the course. It is often the case that such activities as gym and dance are where students tend to have less experience alongside examination PE, including GCSE, BTEC and A Level. In the early part of the course student teachers spend time in a local school working with tutors and pupils. This experience serves not only as an introduction to valuable processes and procedures for their own teaching, but also as an opportunity to begin the process of reflection.

Tasks are undertaken in school in preparation for subject sessions. These tasks have been co-written with subject mentors to most effectively support student progress. These tasks provide student teachers with a focus for observation, enquiries and discussion with their subject mentor and colleagues as well as contributing to planning and developmental work. This initial process of teacher as researcher is further developed as the course progresses, especially in respect of subject knowledge, pedagogy and understanding.

The subject assignment prepares students for short and medium term planning and this is completed after University planning sessions and six weeks in school developing planning ability. The assignment enables tutors to monitor student development and give feedback on their planning in readiness for the main school placement.

Physical Education Students can opt to take a pathway in which they specialise in 14 – 19 PE. This aims for students to gain a clear understanding of the different routes that pupils can take with an interest in PE; for students to have greater experience teaching a variety of routes at KS 4 and 5; for students to be able to critically analyse the policy and practice of the 14 – 19 curriculum within schools and nationally.

All Physical Education students can opt to take the Masters route and gain 60 credits towards a Masters degree through Assignment 3, the research project and portfolio.

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