Course Summary

The course prepares you to teach in secondary schools, and tertiary and further education colleges. At each stage you will study practical, theoretical and professional areas. During stages one and two, students will follow a broad-based course structure. In stages three and four you can specialise by choosing options in practice to suit future career aspirations. In addition, you will undertake placements in stages one, two and three.

The professional element contains discrete areas within the physical education component, while the theoretical topics enable you to make an informed contribution to post-16 teaching.

Why choose this course?

Key features:

• A 100-year tradition of PE teaching
• Wide variety of activities and theoretical topics
• We have over 500 partner schools so we can provide you with work placements during your course

Areas of study include:

• Professional studies
• A range of practical areas

BAPHE-S

Assessment

A wide variety of assessment modes are used to assess the learning outcomes of each individual unit.

Practical units use practical assessments that are both individual and group based, including the opportunity to choreograph both yourself and others and the opportunity to compose collaborative and individual sequences in gymnastics. These tasks enable you to demonstrate the high level of practical expertise and depth of knowledge of compositional principles necessary for teaching physical education. Planning tasks will ensure that you are able to transfer the knowledge and skills that you have acquired into the teaching context. Analysis tasks using ICT (including analysis software) enable you to show your skills in observation and analysis as well as your ability to apply innovative and creative approaches to your teaching that will engage pupils in the 21st century. Individual essays, reports and examinations will also enable you to show your depth of understanding in the subject.

Theoretical units will use individual essays, examinations, lab reports, oral presentations. Pedagogical / professional units will use planning and evaluation tasks, analysis tasks using ICT, group presentations, essays as well as school based placements where you will have ample opportunity to apply all the knowledge skills and understanding gained in the university subject study.

The development of the PDP will play a significant role as an assessment tool providing the framework and structure through which you will reflect on your own learning across all elements and develop your capacity to improve.

Course Learning Outcomes

Upon successful completion of this course, you should be able to:

(Knowledge and Understanding):

1. Demonstrate the subject knowledge and understanding necessary to enable you to meet the standards for the award of QTS in physical education and be able to use appropriate skills in literacy, numeracy and ICT to support teaching.

2. Be confident and authoritative in Physical Education teaching and have a clear understanding of how all pupils should progress and what you as a teacher should expect them to achieve.

3. Show awareness of the place of Physical Education in the whole school curriculum and of whole school issues, communicating effectively with all key stakeholders.

4. Develop understanding of the philosophy and ideology of Physical Education through research and evaluation of the theoretical disciplines and their application in practical contexts.

(Cognitive skills):

5. Show the necessary breadth and depth of knowledge to enable a flexible, creative and adaptable approach when interpreting and delivering your subject in different curricula within both schools and the community.

6. Become a reflective practitioner and a proactive innovator in your approach to teaching PE.

7. Acquire and apply research skills necessary to develop your understanding of the theory and ideology underpinning Physical Education and School Sport.

(Subject specific skills):

8. Plan and prepare work appropriate to the needs of pupils, teach the material you have planned and organise and manage classes to facilitate efficient and effective learning in physical education, in both practical and theoretical aspects. (This should be across the Key Stages 3-4 and include accredited courses e.g. GCSE A level, BTEC and related diplomas).

9. Monitor, assess record and report on pupil learning in physical education.

10. Show awareness of professional issues that are relevant to teachers in todays schools and function effectively as teachers in the whole school context.

External Benchmarking

Training and Development Agency for Schools (TDA) Professional Standards For Teachers (2007) (Q Qualified Teacher Status)

Educational Aims

The primary aim of the course is that you will achieve the levels of knowledge and standards of professional competence necessary to progress to a career in teaching Physical Education. The course will lay the foundations for you to develop and sustain throughout your careers a fully professional approach and attitude in your teaching.

The course aims to achieve the following characteristics for all students, adapted from the characteristics of a UoB graduate, which are to:

• Be an independent, reflective, creative, innovative, collaborative and resilient practitioner


• Have developed expertise in learning and teaching, based upon a sound knowledge and understanding of pupil learning and physical education pedagogy


• Be able to engage in curriculum development


• Be committed to life long personal and professional development


• Be committed, and accountable, to meeting the needs of all children within a culturally diverse society


• Have developed leadership and management skills


• Be an effective communicator with children, colleagues, parents/carers, other professionals


• Have appropriate physical education subject knowledge expertise and be able to further develop subject knowledge for teaching

The mode of study, combined with application in physical education practical and theoretical contexts, allows you through experience to develop skills, strategies and approaches in working with children and to further your knowledge in appropriate academic study. This will enable you to gain the high level qualification necessary to progress to a teaching career. The design of the course, incorporating subject knowledge to teach linked to the National Curriculum and ensuring that relevant Standards for QTS are addressed in all units, is clearly linked to TDA requirements and will enable you to make a smoother transition to the teaching profession.

Student support

In addition to the support supplied by the university in relation to e.g. disability advice, international student support, financial support etc., specific support for the course can be divided into three headings:

Academic / Programme Support

• In terms of academic issues to do with the programme, and specifically day to day issues the Personal Tutor or the Course Leader will be the first point of contact. They will provide advice on the following important areas:

- Whether you are on the right programme

- Whether you are taking the right units

- Whether your results are correct

- Whether you are entitled to APEL or APL

- Whether you have the necessary course handbook, an induction schedule and handbooks for each of the units

- Whether you have a missing grade because of a fault in the University system or as a result of a student-related problem (i.e. failure to submit an assignment)

This type of advice will be available throughout the year, and the Course Leader or Personal Tutor, alongside the Academic Advice Team in the Faculty Office would be the first point of contact as soon as any of the above becomes a problem.

However, if you have issues to do with a particular unit of the course, then the coordinator of that unit is likely to be the first point of contact, rather than the Course Leader or Personal Tutor. However the Course Leader may need to be involved if the unit coordinator cannot answer a student query.

Study Skills are embedded in the course but additional support will be available throughout the four years of the degree via PAD. Support is for anyone wishing to improve their way of studying.

Personal Support from the Tutorial System

• You will be allocated a personal tutor who will monitor your academic profile and your progress towards the Professional Standards on entry to the course. This system is supported by the development of your Professional Development Portfolio (PDP). This is kept electronically through Pebble Pad. You should see your tutor at least once during each academic year. The Senior Tutor oversees the tutorial system and if you are ill or wish to have leave of absence from the course should apply to the Senior Tutor in the first instance.

Team working

All units involve a good deal of collaborative work. You will work with others in practical contexts, theory, professional and laboratory work. You will work together to produce teaching materials, provide solutions to problems, engage in critical discussion, exchange and review experiences, engage in debate and evaluate performances in practical work and teaching contexts.

On placement you will work in a variety of team contexts, as a member of the PE department, as a form tutor and member of the pastoral team and as a member of staff at each school. You will work closely with a mentor and with a teaching partner in the case of year 1 and 4 placement when possible.

Specific opportunities include the following:

Year 1

You will work with a small team in micro teaching. You will develop skills in reflection and evaluation within these teams of 4-6. You will work on interaction as a component of Physical Literacy in practical contexts where you study invasion and net wall games, typified by teamwork and co-operation. On placement you will be paired and have the opportunity to team teach during the first two weeks of your placement. The Outdoor and Adventurous activities residential experience presents the opportunity to work collaboratively in large and small groups engaging in various team building exercises. You will have the opportunity to work with students from other years in collaborative work in dance.

Year 2

In pedagogical/professional units and in pedagogical/practical work you will collaborate in small groups to produce peer teaching episodes and evaluate the work of others. You will work together in practical assessment tasks, engage in critical discussion and debate in seminars, usually working in small groups of 4-6 people.

Year 3

In pedagogical / professional units you will engage in syndicative learning in small groups. You will work as a team to produce learning resources for other members of the group and critically evaluate the work of other groups. You will have further opportunities to work with others in peer teaching and evaluation in practical / pedagogical work.

Year 4

On your final placement you will use an independent observer (usually your teaching partner) to collect data. You will continue to work with others to evaluate and improve your practice in practical / pedagogical and professional contexts.

Career Management Skills

University provision:

Specialist staff from the Centre for Personal and Career Development will guide and support you though a number of events ranging from individual tutorial support if requested to large scale career fairs.

Course specific:

Career management skills are integral to the course as you are working towards the achievement of Qualified Teacher Status. This is therefore the same as improving learning and performance in as much as you all have the same common goal, a career in teaching.

Workshops in year 4 provide advice on job applications, the production of a CV and support your transition into employment. You will be required to critically reflect on your progress as an emerging practitioner and identify key priorities for induction through the structure provided by the Professional Development Portfolio. This will help you to define your career aspirations and goals as a newly qualified teacher.

Career/Further study opportunities

Graduates are highly employable throughout the UK and abroad.

Career:

On completing the course students will progress into a career in teaching.

Those who do not complete the QTS elements are likely to progress into coaching, the armed and uniformed forces or the leisure industry.

Successful students gain quick promotions in the teaching profession, either within curriculum areas or the pastoral system.

Further study:

It is now possible to gain some M level credits on exit from the course that can begin your route to an MA in Education at the University of Bedfordshire. There is a possibility of APEL.

Entry

Prospective students normally have:

A minimum of 260 UCAS points from at least two A-Levels including Physical Education and / or Science (preferable), or BTEC National Diploma/BTEC National Certificate in a sport based pathway.

Five passes at GCSE (Grades A*- C), including English Language and Mathematics.

Mature candidates, over 21 at the start of the programme, with relevant experience are considered without A-Level passes or equivalent. They still must have the qualifications at GCSE (Grades A-C) in English Language and Mathematics or an equivalent i.e. access course.

All candidates are interviewed and this process consists of: an individual verbal interview, a practical test for games, gymnastic and dance, a short reading and writing task and a numeracy test.

Standard:

Standard entry requirements for UK students do not apply to this course.

Additional:

We are looking for candidates who demonstrate experience of working with or coaching children and young people. National Governing Body / Sports Leader Awards are also desirable. We may ask for a specific grade in PE A level if studied. We expect all candidates to be competent swimmers. All candidates must be CRB checked and have satisfactory medical clearance.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

A substantial part of the BA Secondary Physical Education Course is practical and teaching includes practical lectures, theoretical lectures, seminars, workshops, laboratory work and individual and small group tutorials. There are four school experience placements, one in each year of the course. This combination of practical and theoretical university based work with concurrent school based experience enables you to learn in a vocationally relevant way and to meet the requirements of the Professional Standards for the award of Qualified Teacher Status. All units make full use of the VLE including the use of wikis and discussion boards to enhance your learning and development.

Professional, Statutory and Regulatory Body Accreditation

Training and Development Agency for Schools (TDA) Professional Standards Q Qualified Teacher Status GTC(e)

Students with disabilities

The course will follow the general guidelines set out by the University policy on disability.

During the application process any student that identifies a support need will be able to discuss their needs with individual members of the academic staff, as well as staff from the Disability Advice Team. Students will be invited to discuss their needs usually on the same day as their interview.

If you wish to be assessed after the interview process re requiring additional support you must contact student services for appropriate assessment.

Skills Development

Communication

To help with the development of this you will:

• Have a variety of opportunities to enhance your written communication skills through assignment writing and planning tasks


• Develop the verbal communication skills vital to the teaching profession in practical, theoretical and professional work through presentations to peers, microteaching episodes, collaborative practical work, group discussions and evaluations


• Gain opportunities to develop non verbal communication skills

Information Literacy

To help with the development of this you will:

• Audit your ICT capability and review development at key points throughout the course


• Search, select and review information from a variety of sources including electronic databases.(Opportunities to enhance this vital area are interspersed throughout the course. In year 1 you are introduced to library resources, the use of interactive CD roms, video and visual analysis software. In year two you will learn how to produce an e-resource, retrieve information from electronic databases and have further engagement with video and visual analysis software to increase your understanding and prepare you for using ICT in the context of your placement. In year 3 you will have further help on searching for sources of information from a wide range of data sources in preparation for your dissertation and other level three units


• Interact with the VLE as all units make use of BREO. Some will require interactive use of discussion boards, wikis etc

Research and Evaluation

To help with the development of this you will:

• Have opportunities to evaluate a peer in a teaching context at various points in the course. You will also evaluate your own teaching over the four years of the course. This will initially be on a lesson to lesson basis but will develop into the ability to evaluate teaching over a unit of work (six to twelve weeks)


• Have opportunities to evaluate your own or others teaching materials, resources and strategies and their effectiveness against assessment objectives


• Complete detailed critical self evaluation of your progress against the QTS standards, and in your assignments, using a range of feedback mechanisms and sources


• Demonstrate theory to practice links through appropriate referencing of relevant reading together with a critical analysis of practice


• Engage in data collection in laboratory settings, evaluating quality in respect to validity and reliability and evaluate the relationship to current research. You will demonstrate theory to practice links through appropriate referencing of relevant reading together with a critical analysis of practice


• Carry out small research tasks on your SE placements


• Engage in critical discussion in terms of pedagogical research. You will learn how to conduct a piece of action research applying these principles during the final placement

.

Creativity and Critical Thinking

To help with the development of this you will:

• Have many opportunities to relate the theory you have learned into practice whilst demonstrating critical judgement


• Identify relevant theories and principles and use them to inform your practice


• Consider innovative pedagogical approaches and apply these to your teaching, using your critical judgement to evaluate their success


• Create your own learning materials for pupils using ICT


• Be creative in planning lessons and approaches to teaching


• Have opportunities to demonstrate your emerging philosophy of physical education through tasks in seminars and assignments that encourage a critical view to curriculum innovation

Improving learning and performance

The PDP (Professional Development Portfolio) is at the heart of the course and is embedded in the tutorial system. You will be required to reflect on your experiences each year in particular on your progress towards achieving QTS. In addition some tasks specific to one unit per year will be informed by work in the PDP. Your tutor will work with you to produce action plans to improve your performance both academically and as a teacher. These will be informed by the advice you have been given from assessment feedback, your school experience reports and interim reports. You will need to become proactive in improving subject knowledge in unfamiliar areas. This will require independent research, application to new practical areas or areas of weakness e.g. gaining Governing Body Awards, improving research skills, improving use of ICT. Various audits will be conducted and reviewed on a yearly basis to assist you in identifying key areas to work on. These are embedded in the PDP. You will meet your tutor at least once a year to review progress and work on forward action planning. It is expected that you will become more autonomous and independent as you move through the course so that you develop the skills necessary to be proactive for continuous professional development and initial career development.

Progress files

Embedded within the units and monitored by the Personal Tutoring system is the Professional Development Portfolio (PDP). The (PDP) will help to prepare you for teaching, providing you with greater self reliance and self awareness, to reflect upon and monitor performance, and identify skills and training needs.

In your first year of study you will be introduced to the use of the PDP. Within this electronic document you will keep:

• A formal transcript of your academic achievements provided and accredited by the University of Bedfordshire


• A personal record of learning and achievement which might include extracts from written feedback, extracts from personal evaluative reports, or plans detailing the self-management of study


• Various self audits to inform personal development planning


• Personal development planning, which will be kept through a structured and supported process, to help you think about your own learning and achievement and plan for your education and career development

You will in addition keep a portfolio of evidence to monitor your progress towards achieving the professional standards.

It will be your responsibility to maintain your PDP but you will be supported in this by the generation of appropriate materials in units throughout the degree course.

To inform your PDP, you will be expected to keep:

• Copies of the transcript of your results that you receive at the end of each semester


• An active CV (curriculum vitae) that is continually updated as you pass more units and gain relevant experience in paid or voluntary work and other activity within or outside of the University


• Copies of (at least, some) feedback sheets from your assessment tasks


• Copies of your final school reports


• Various subject audits


• A record of personal achievements that will inform your CV

If any of the above mentioned are e-documents, they may be uploaded into the PDP.

At the end of your studies, your PDP will contain the information needed to draw on in making job applications and having successful interviews. It will also, along with the standards evidence folder, provide the basis on which the university may recommend the award of QTS.

Professional standards

This course is a professional course and as such we demand high standards of professional behaviour and responsibility throughout. The standards are mapped across the course and each unit will contribute to a specific set of standards indicated in the course outline.

You will require an enhanced CRB (Criminal Records Bureau) check on entry to the course before you can be registered.

Lecturers expect that you will:

• Take responsibility for your own learning by investing time and effort in understanding the relevant theoretical perspectives of their course


• Attend lectures and seminars, be punctual and reflect on the material covered (if you know you are going to be late you should inform either the tutor, or your group)


• Prepare adequately for lectures and seminars including being appropriately dressed for practical and professional sessions


• Plan your study and use appropriate time management strategies to maximize learning and personal development


• Notify the senior tutor and unit leader in advance if circumstances prevent attendance / contact Student Services when needed


• Communicate to the personal tutor, senior tutor and or unit leader and Student Services counsellor any difficulties that might impair learning or academic performance


• Follow the guidelines provided for the submission of written work


• Update us with any changes of your address / phone numbers, so you can be contacted when necessary


• Check BREO announcements / records / grades / feedback / University E-mail / access to E:Vision regularly


• Take responsibility for understanding the term plagiarism through study sessions and leaflets and the Student Handbook and avoid it by developing your referencing skills remembering that all assignment submissions must be your own work


• Be aware of relevant ethical standards and behave in an ethical way


• Provide constructive feedback to the unit leader regarding the content and delivery of the unit

Strategy for developing and embedding the professional standards

As this course is both academic and professional the embedding of professional standards is fully integrated from interview and selection to completion of the course. The course is guided by the professional standards required by the TDA. These are used as an appropriate bench mark.

Much of the work on the course is collaborative in nature and there will be high expectations for the way in which this work must be conducted to support others. Unit leaders will monitor collaborative work to ensure that you all make appropriate and meaningful contributions.

Good study habits are enforced by monitoring attendance. Attendance data is collected by the faculty and is used to identify students who have failed to attend two consecutive sessions on any one unit without any communication with the Senior Tutor to explain the absence. An intervention by letter, email or SMS text message is used to let you know that you have been missed and to request an explanation.

Students causing concern through poor attendance or under-performance will be invited to attend a monitoring meeting with the Course Leader and Senior Tutor. Such meetings will be formally minuted by the Course Administrator. These meetings will often be convened as a result of findings from the STAR board.

To ensure that your work, particularly written reports does not contain plagiarised material, the online Turnitin plagiarism detection tool is used in many assessments, and is demonstrated to you to help you understand the issue. Relevant ethical and legal issues in particular those concerning child protection are explored in some professional units and you are required to consider the ethical aspects of your own project proposal in the final year.

The overall experience allows you to develop a professional identity and set the standards of professionalism which will prove the benchmark for all future work.