This course prepares you for a career as a skilled primary teacher, specialising in physical education. You gain qualified teacher status in Key Stages 1 and 2, along with a PGCE qualification.
Your learning is based on an equal balance of physical education and the core aspects of the primary curriculum. You receive extensive training in English, maths, science and primary practice, alongside specialist PE teaching tuition and experience.
Key areas of study include • PE, primary teaching, learning and assessment • inclusion • English • mathematics • science • foundation subjects and religious education • researching primary education • personal and professional development • the role of the teacher.
During the course you develop your teaching skills and confidence during professional placements in at least two schools across the two key stages.
You also take part in a compulsory summer school, designed to enhance your teaching skills.
Throughout your studies you receive guidance and support from a team of lead practitioners and dedicated university and school-based tutors. You also benefit from the input of sporting National Governing Bodies.
If you have a 2.1 degree or above and complete this course, you may be eligible for a £4,000-9,000 teacher training bursary .
For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.
The course is made up of modules which integrate experience in schools with professional and curriculum studies.
You complete two masters levels modules. One enables you to evaluate and reflect on your own progress as a teacher. The second enables you to explore a chosen area in more depth in your school or setting and with colleagues in that setting.
The other modules assess your ability against the teacher standards. You are assessed in Key stage 1 and Key stage 2.
Your academic work is assessed through coursework using a variety of assessment methods. Your teaching is assessed in schools and by school-based mentors.
This course prepares you for roles including
We are an established sports education provider with a rich sporting pedigree. Your skills and knowledge will be nurtured in a supportive learning community with vast experience of training the next generation of PE teachers. Your network of support will include our research staff and course tutors, who will be on hand to sharpen your teaching expertise and knowledge of the subject, ensuring it is informed by the latest research and practices.
You will have access to our wide range of first-class sporting facilities - used by international athletes and Olympic medal winners - to help you in the practical application of your theoretical learning. These include 3G pitches, indoor and floodlit outdoor tennis courts, an athletics track, a swimming pool and gyms packed with the latest fitness equipment.
We will develop your communication skills so that you can confidently manage a large group of pupils. For example, you will understand the importance of varying your tone of voice during group activities, learn how to use equipment such as whistles appropriately and how to address and maintain the attention of your pupils when teaching PE.
We will also give you the skills to confidently manage classes with wide differences in ability. You will be able to devise lessons that develop from personalised activities to games that involve and stimulate your entire class.
Due to the nature of PE, you will not always be able to run your classes outdoors. We will also develop your organisational skills so that you will be able to plan your lessons and teach effectively regardless of the weather.
Your training will also develop your understanding of how PE can be used to motivate and strengthen learning in your pupils beyond the physical benefits of sport.
You can choose from two different training models.
University-led: You will develop your theoretical knowledge at our Headingley Campus, which offers a superb learning environment, modern facilities and excellent resources. Your learning will be informed by the very latest research and the expertise of our supportive teaching staff. We will organise your extensive school placements so you can apply your knowledge in a classroom setting and your placements will be timetabled to fit with your taught seminars on campus.
School Direct: For the vast majority of your course, you will be based in your provider school or schools, learning on the job while being supported by experienced teachers and mentors. You will attend our Headingley Campus one day a week (usually a Friday) for key module seminars.
School Direct lead schools and alliances:
To view our full range of PGCEs, and for more information, please visit our teacher training pages .
Completing this course will enable you to be recommended for Qualified Teacher Status. Subject to ratification by the Department for Education, you will then be qualified as a secondary school teacher, with a specialism in physical education.
The PGCE Secondary is the first phase of a career-long process of personal and professional development, which will equip you to become a secondary school teacher. The PGCE Secondary is a course in Initial Teacher Training which is accredited by the DfE, the successful completion of which will accord you Qualified Teacher Status (QTS). Our course has recently been inspected by Ofsted which resulted in an “Outstanding” grading for all aspects of our provision.
Students who have successfully completed the PGCE at Durham in the previous academic year have the option to use 90 credits they have accredited towards a part time MA Education. These students only need to do the core modules, Education Enquiry and the Dissertation over 2 years, to complete the programme.
Subject pedagogy is explored in curriculum groups, examining techniques for making each subject accessible and stimulating in a classroom environment.
Integrated into the Course are university sessions, school experiences and OAA activities. An undoubted strength of the Course is the excellent partnership that exists between the university and schools. The course has been devised by the University Tutor and Physical Education specialists in local schools to prepare you to teach Physical Education to the full secondary age and ability range.
Whilst in University you will follow a structured PE programme which will involve sessions reflecting good practice. Sessions, therefore, feature discussion, collaborative work, experiential learning, the examination and analysis of materials but especially the active participation of members of the group. There will be an obvious focus on all PE activity areas (games, gymnastic activities, dance, athletic activities, swimming and outdoor and adventurous activities) throughout the course.
The design of the PE course also takes into account the simultaneous delivery of the PI lectures programme. It therefore complements and reinforces the generic and subject specific principles, skills and techniques required of the competent teacher. Through critical reflection on current teaching practices, as well as your own teaching and research, you will be given the opportunity to develop into a more effective PE teacher, progressively improving the quality of your preparation and classroom practice, to become a physical educationalist for the future.
As part of your course you will complete 3 Teaching placements (one of which you will arrange yourself) in a variety of local schools. This will comprise a minimum of 120 days to meet the minimum requirement for QTS.
The course is organised as three modules:
The Professional Issues in School Based Education relates to the Teacher Standards and is delivered in two parts, prior to each of the two extended teaching practices. The teaching is related to those classroom-based issues such as the psychology of learning, the law, curriculum groups, examining techniques for making each subject accessible and stimulating in a classroom environment and is followed up in subject groups and during school placements The block practices in the Autumn and Spring allow for practical opportunities for full professional development where there is a progression from observation, structured activities and group work to whole class work.
Teaching and Learning in the Curriculum and Self Directed Study are studied at Masters Level. The Teaching and Learning in the Curriculum Module draws on the international research expertise within the School of Education enabling student teachers to engage critically in issues relevant to the classroom and school, particularly those that impact on the success of children as learners. The Self Directed Study module draws on students’ experience during weekly visits to schools and their own small scale action research, and links this to critical engagement with published educational research.
These Masters modules provide an opportunity to explore, in a more theoretical way, the issues to do with teaching and learning through lectures and mixed subject and phase seminar groups taught as a conference week usually after Christmas. In addition to covering Teacher standards these modules will enable assessment work to be carried out for the award of PGCE.
On successful completion of the course, student teachers will have 90 credits and QTS.
Career opportunities in education are wide and include classroom teaching, educational leadership and management, administration and policy development.
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.
The Teaching Agency has set out professional standards for qualified teacher status (QTS) in relation to:
• Professional Values and Practice
• Knowledge and Understanding
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.
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.
For further information go to the knowledge base information page
The objective of the Master of Engineering (M.E.) program in petroleum engineering is to educate the student in both professional engineering and research.
Non-thesis master’s program students are initially advised by the graduate program advisor appointed by the Chair of the McDougall School of Petroleum Engineering.
Students enrolled in the master’s program in petroleum engineering must maintain a minimum 3.0 overall grade point average. To obtain a master’s degree, students must have at least a 3.0 grade point average in petroleum engineering courses taken for graduate credit at The University of Tulsa.
Not more than 6 hours of coursework with grades of C are acceptable in the Master’s program.
Courses taken for graduate credit in other programs shall be selected from those listed in this Bulletin and are subject to the approval of the advisor. No more than 6 credit hours of approved courses can be transferred.
Minimum total credit hours 33
This secondary teacher training course leads to qualified teacher status (QTS). It equips you to teach physical education (PE) in secondary schools and post-16 colleges.
On the course you
We help you to develop the skills you need to be a successful teacher of pupils of all abilities. While studying with us you build your enthusiasm, confidence, knowledge and ability to teach PE. You also gain self-evaluation skills by completing a career preparation profile. This provides evidence that you meet the QTS standards for personal development.
School placements are central to the course. You complete teaching placements in two 11–16 or 11–18 schools. This allows you to experience the progression from Key Stage 3 to 5. A university-trained mentor supports you when on placement. Your course tutor also visits you to discuss your progress.
We have strong partnerships with secondary schools and colleges in the area and many of our students are offered teaching jobs in their placement schools.
Your placements are complemented by university and academy-based study that includes teaching sessions, seminars, group study, tutorials and assessment.
During the course you can choose to complete either the PGCE or the Professional Graduate Certificate in Education (ProfGCE). Both qualifications achieve QTS but the PGCE also gives you 60 masters level credits, which you can use towards a masters degree.
If you are studying for a PGCE you may be entitled to a tax-free bursary. For further information about financial support please see the funding pages on the National College for Teaching and Leadership website.
You may be able to study abroad as part of the Erasmus programme.
Apply for a place through the School Direct scheme for a dedicated route into a job after graduation. During School Direct, the school or partnership of schools that you've applied to will be much more involved in your selection, recruitment and professional development as there is the expectation that you will be employed by them once qualified.
We support your work in schools with a programme of preparation and support. You experience various school placements, including at least two continuous blocks of time on teaching practice. These are in two different schools and usually require some travelling within the region.
We have an excellent graduate employment record. Over 96% per cent of our PGCE graduates are teaching or in further study within six months of graduating.
High-quality physical education (PE) in schools is vital in the development of physically literate people in modern society.
The quality of teacher training in secondary education was rated as "Good" in Ofsted's report for Initial Teacher Education in 2016. The report identified "trainees' and NQTs' breadth of subject knowledge and the ability to reflect on their teaching. This ensures that they clearly focus on promoting pupils' learning."
Our highly popular programme will provide you with essential, specialist training in the teaching of physical education. Our training will ensure you will become confident and competent practitioners in a secondary school setting. We aim to develop PE teachers who are able to work effectively across a range of pedagogical areas and practical activities.
We will provide you with essential skills and depth of understanding in this important area of education. Your training includes developing understanding of professional, statutory and regulatory requirements within the PE sector. Training will take place in two different secondary schools and in university environments.
At the university, we promote concepts such as equity and inclusivity of practice. We see these as being essential in nurturing the full potential of children and young people regardless of age, (dis)ability, gender or ethnic background. Such concepts, together with the notion of teaching children and young people holistically through the medium of physical activity, are important and progressive features of our programme.
During your studies with us, you will develop your knowledge and understanding of the teaching profession in general and in relation to your subject specialism within the secondary school sector.
You will be supported in developing a range of transferable skills related to teaching, learning and assessment. Our expert lecturers will help you gain an understanding of inclusive learning environments that respond to the diverse needs of all pupils. You will also develop the ability to work with other adults in a variety of school settings.
By the end of your studies with us, you will become a confident, competent and effective teacher of physical education with the ability to reflect on both theory and practice.
Students are required to study the following compulsory courses.
Continuous assessment of classroom skills and teaching effectiveness builds towards a professional development portfolio. There are also written and practical assignments with opportunities for Master's-level credits in the postgraduate version.
Graduates receive a PGCE and Qualified Teacher Status.
Graduates are equipped for careers working in secondary schools and other educational settings.
The objective of the Master of Science in Engineering (M.S.E.) program in petroleum engineering is to educate the student in both professional engineering and research.
Students in the Master’s program in petroleum engineering must maintain a minimum 3.0 overall grade point average. To obtain a Master’s degree, a student must have at least a 3.0 grade point average in petroleum engineering courses taken for graduate credit at The University of Tulsa.
Not more than six hours coursework with grades of C are acceptable in the master’s program. Thesis grades are recorded on a pass-fail basis and are not computed in grade point averages. A passing grade in thesis hours is required.
Courses taken for graduate credit in other programs shall be selected from those listed in this Bulletin and are subject to the approval of the advisor. No more than 6 credit hours of approved courses can be transferred.
Upon completion of the research, the student pursuing a thesis must pass a comprehensive oral examination. After consulting with the student, the advisor recommends, for the Dean of the Graduate School’s approval, an oral examination committee consisting of the advisor and two other graduate faculty members. In addition to the advisor, at least one other committee member must be from the McDougall School of Petroleum Engineering. The remaining committee member may either be a University of Tulsa faculty member from a department other than petroleum engineering, or a qualified expert in the research area from outside the University. The comprehensive oral examination covers the research work and content of the thesis.
The MSc in Finance and Private Equity is ideal for those seeking a generalist finance master’s with an integrated specialisation in private equity. This unique programme, supported by private equity firm Abraaj Group, offers unparalleled access to leading private equity researchers and practitioners who actively participate in the development of the field.
The programme is built upon the highly successful MSc Finance (full-time) programme, with the addition of a dedicated course taught by the School's Abraaj Group Chair in Private Equity. You will focus on topics including the structure of private equity (PE) funds and how PE can be used in start-ups, in scaling-up cash flow businesses, and in restructuring firms facing financial distress.
As well as lectures, discussion and case studies, you will benefit from regular practitioner-led teaching. You will have the opportunity to gain deeper practical insight and links to the City, and will enjoy close interaction with LSE's Financial Markets Group and the Systemic Risk Centre, which attract leading finance researchers from across the world to their numerous research seminars and conferences.
Graduates of this highly-respected programme benefit from excellent career prospects in investment banks, consultancies, and a variety of financial institutions.
A significant proportion of graduates join either investment banks or boutique corporate finance firms as analysts as a first step in their careers into the world of private equity. However, some have been hired directly upon graduation by private equity or venture capital firms. Following a similar structure to the generalist MSc Finance, the programme also prepares you for various roles in investment banks, consultancies, hedge funds and asset management firms, or to pursue further study. In addition, having met on the programme, students have worked together on entrepreneurial ventures and start-ups.
This programme is not intended as suitable preparation for the PhD Finance at LSE (if you are interested in PhD study, please see MSc Finance and Economics.
This course leads to the award of Qualified Teacher Status (QTS) for the 11-to-16 age range, which qualifies you to be a teacher in secondary schools in England and Wales. Where possible, we also give you the chance to gain experience in the 11-to-18 age range.
At the University of East London we believe every child is entitled to a high-quality PE curriculum which places their physical, social, cognitive and emotional needs at the core of its purpose.
As a PE student teacher, you will develop into someone who can be responsible for honing pupils’ abilities in a range of physical pursuits – helping them to develop their personal fitness and a healthy, active lifestyle as well as important life skills.
Our state-of-the-art SportsDock facility offers ideal on-site learning facilities in which to develop your teaching skills.
There are three elements to secondary training with us: subject studies, general professional studies and school-based training. It differs from courses offered by other universities in that it is very much subject-based.
Our ethos is based on collaboration, not competition. We encourage you to work collaboratively just as you will when you qualify and start working in a school.
Taught at our Riverside Campus in Chester, Creative Practices in Education is an advanced degree course for graduates and a wide range of professionals who want to develop or enhance their skills and knowledge as a creative worker within a professional context.
Creative practices are at the core of all professional fields where people are engaged in learning. This includes those working as teachers and lecturers in schools, colleges and universities, but also those working in the arts, health, social care, justice, heritage, sport and leisure and organisations in the public, private and third sector.
This programme offers a rich professional development opportunity for such professionals and to date has included, school teachers , nurses, lecturers, business leaders, FA sports coaches.
Having a direct link between practice and theory between the arts, education and the professions is an innovative element of the course. Staffing is combined across academic faculties, providing you with the opportunity to enhance your subject knowledge. The interdisciplinary elements of the course will allow you to draw on expertise in participatory drama and performance, fine art, dance, music, sport and PE and organisational learning within a professional context.
We also host a module at the Tate Liverpool gallery
You will have the opportunity to pursue practical individual projects, in which you will study the creative process and how work might be documented for dissemination and use in future professional contexts. This may include artistic practice, but also artful inquiry, encouraging investigation and research into an emerging field of work and study.
Your creative practice would not be limited to traditional arts subjects – for example, a humanities teacher or rugby coach could enhance their practice through creative engagement.
Workshops, seminars, lectures and specialist facilities across our faculties encourage the exploration of ideas, in a wide variety of practice-based disciplines.
Modules focus on the professional and theoretical contexts of process and/or performance of: drama, fine art, dance, music, and sport and PE, including research methods; they also encourage an interrogation of personal and peer practice. The modules mostly run as weekend schools on Friday evening and all day Saturday.
Contact hours are two hours on Fridays and six and a half hours on Saturdays.
The MA in Creative Practices in Education defines assessment as a process that appraises an individual’s knowledge, understanding, abilities or skills. The course assesses not only academic skills but also other skills and competencies, including developing advanced skills as creative practitioners, performers, performance makers and visual artists.
The range of assessment approaches includes a combination of practical and written assessments. Assessment methods across the MA have been selected to enable students to develop their knowledge and skills of creative professional practice using an appropriate critical and analytical framework within which to situate and evaluate their own concepts and creative and professional practice.
For our latest fees please visit our website.
If you are interested in this course we have a number of opportunities to visit us and our campuses. To find out more about these options and to book a visit, please visit our website.
If you would like to know more about the University please request a prospectus.