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Physical Education QTS - Secondary

Entry requirements


A level

B,B,D-B,B,C

Including grade B in A-level PE.

104 - 112 UCAS Tariff points - a sports related course is preferable.

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

DMM

Sports-based pathway preferable.

104 - 112 UCAS Tariff points

UCAS Tariff

104-112

You may also need to…

Attend an interview

About this course


Course option

4.0years

Full-time | 2022

Subject

Secondary teaching

We offer the unique opportunity to study for England’s first Integrated Master’s Degree in Physical Education with QTS! You can opt to study at one of two levels – BA (Hons) Physical Education (with QTS) or MPhysEd (Integrated Master’s) (with QTS) - X1C7

Train for a career where you will inspire and influence young people - giving them the motivation, confidence, competence and understanding to lead a physically active life. Develop your understanding of teaching and learning, and apply it in practice via placement in each year of study, supported by a mentor and university-based staff. Become an outstanding teacher of Physical Education with recommendation for Qualified Teacher Status (QTS), competent to teach a range of physical activities to children aged 11-16 (16-19 with enhancement).

Learn through classroom experience, applying theory to your teaching practice to develop the skills to teach young people in the secondary education phase
Study the scientific principles of physical education and sport, with applied practical activities (eg athletics, dance, games, gymnastics, health, swimming, outdoor and adventurous activities)

Why choose this course?
Develop your expertise in the classroom with the support of a strong partnership between the University and your placement school
Gain a qualification that includes recommendation for Qualified Teacher Status (QTS)
Explore issues in teaching, learning and assessment
Benefit from an experienced University teaching team
95% of recent graduates were in employment or further study within 6 months of graduation (Graduate Outcomes Survey, 2018)
The course has achieved 100% overall student satisfaction for 4 consecutive years (National Student Survey, 2015, 2016, 2017, 2018).

Years 1, 2 and 3 are identical in both the BA (Hons) and MPhysEd programmes
Year 4 offers study and assessment at BA (Hons) (level 6 undergraduate study) or MPhysEd (level 7 master’s study)
Year 4 units are taught to all BA (Hons) and MPhysEd students, with the assessment requirements differentiating the final degree award achieved
Year 4 units have the same assessments in terms of content and word length, but the submitted work will be graded using either level 6 (BA) or level 7 (Integrated Master’s) criteria. Tutor support provides flexibility in achievement of either the BA (Hons) or MPhysEd qualification
Study for MPhysEd is subject to achieving at least a 2:1 (>60%) in Year 3 units
Completion of the MPhysEd requires a deeper knowledge in your chosen specialism(s) and differentiates yourself in the teaching profession. The course also allows you to access undergraduate funding to gain two-thirds of a Master’s degree, avoiding an unnecessary Postgraduate Master’s Loan
Our research suggests that the Integrated Master’s qualification will further enhance our graduate’s already excellent employability and career progression opportunities
Completion of the MPhysEd qualification provides 120 credits at Master’s level, two-thirds of the credits required for a full Master’s degree. There will be future potential, following graduation, to complete an additional 60 credit dissertation to achieve a full Master’s Degree

Modules

Developing Physical Literacy Through Athletics, Dance, Gymnastics And Swimming (PBA007-1) Compulsory
Developing Physical Literacy Through Games, Oaa And Health (PBA006-1) Compulsory
Foundations For Learning Teaching And Inclusion (PBA004-1) Compulsory
Scientific Foundations Of Physical Education (PBA005-1) Compulsory
Applied Physical Literacy Through Athletics, Dance, Gymnastics And Swimming (PBA008-2) Compulsory
Applied Physical Literacy Through Health, Games And Oaa (PBA007-2) Compulsory
Teaching For Learning (PBA005-2) Compulsory
Theoretical Frameworks For Physical Education (PBA006-2) Compulsory
Cultural Perspectives On Teaching Physical Education (PBA036-3) Compulsory
Developing Pedagogy In Athletics And Games Activities (PBA021-3) Compulsory
Movement Replication In Gymnastics And Swimming (PBA020-3) Compulsory
Pedagogies For Practical And Classroom Contexts (PBA032-3) Compulsory
Processes And Products - Reflections On Practice In Dance And Oaa (PBA019-3) Compulsory
Promoting Health And Wellbeing In Schools (PBA034-3) Compulsory
Reflecting On Teaching (PSA008-3) Compulsory
Teachers And The Pastoral Curriculum (PSA007-3) Compulsory
The Action Research Project (PSA009-3) Compulsory
The Reflective Practitioner (PSA006-3) Compulsory

Assessment methods

The assessment strategy is based upon the premise that critical evaluation of theoretical perspectives as they apply to your own teaching is an intrinsic element of best teaching practice. Throughout the course, therefore, you will continually be encouraged to explore what is known about teaching and learning, and to demonstrate independence and creativity in evaluating the relevance of that knowledge in your own context. Assessed work will be directly applicable to your future role as a teacher and predominantly include essays, reflective writing, reports, presentations and portfolio. During your placements you will be assessed directly against the Teachers Standards. In years one and two you will complete in-class tests to assess your developing knowledge and understanding. Sound subject knowledge is a fundamental quality of an effective teacher and you will be expected to demonstrate a commitment to ongoing development of that knowledge throughout the course. Also key to the course is a focus on the development of research informed teaching, culminating in an extended systematic study of your own practice (action research project/dissertation). By embedding the professional requirements for Qualified Teacher Status within the academic requirements of the degree, the course supports you in developing the qualities which define the University of Bedfordshire Graduate Teacher: an independent, reflective, creative, innovative, collaborative and resilient professional who is committed to ongoing personal and professional development. The assessment for this course seeks to support you in developing your understanding of the interplay between theoretical perspectives and practice based experience. You will be developing your skills of research and evaluation, critical thinking, creativity and independence. The themes for your reflective writing are developed from local and national priorities and, therefore, allow you to develop the evidence of your understanding of values and principles underpinning the Teachers Standards as they apply to your working context. (Superficial statements of performance against the standards oppose the principles which underpin this course and are not accepted). By building your reflections around these themes, you will generate rich evidence which can contribute to the assessment of your professional performance. Hence, the assessment items are intrinsically connected and, in combination, allow you to demonstrate your achievement of all learning outcomes. The Profile Review Point is the process by which the mentor reviews your progress in your teaching practice. The Teachers Standards (2012) provide the framework by which this progress is judged and are supplemented with descriptors which support you in understanding the qualities which define the level at which you meet the standards. The Teachers Standards Descriptors are included in School Experience documentation. Formative use of assessment is embedded throughout the course and is a principle which we would expect you to adopt in your own teaching. You will be supported to become familiar with self- and peer-assessment approaches and to make effective use of feedback on both academic and practice-based aspects of the course, to identify targets for your ongoing development and plan actions to address them. Engagement with published research is a fundamental aspect of the course and you will be supported in developing skills of critical analysis of the literature. Rigorous attention to referencing conventions is, therefore, essential and you will be required to adopt the Harvard system. You will be supported in developing your understanding of plagiarism and poor academic practice to ensure that your work meets the highest standards of ethics.

Tuition fees

Select where you currently live to see what you'll pay:

Channel Islands
£9,250
per year
England
£9,250
per year
EU
£9,250
per year
International
£13,200
per year
Northern Ireland
£9,250
per year
Republic of Ireland
£9,250
per year
Scotland
£9,250
per year
Wales
£9,250
per year

The Uni


Course location:

Bedford Campus

Department:

School of Teacher Education

Read full university profile

What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

86%
high
Secondary teaching

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Teacher training

Teaching and learning

83%
Staff make the subject interesting
95%
Staff are good at explaining things
88%
Ideas and concepts are explored in-depth
95%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

73%
Library resources
90%
IT resources
78%
Course specific equipment and facilities
69%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

100%
UK students
0%
International students
35%
Male students
65%
Female students
93%
2:1 or above
4%
First year drop out rate

Most popular A-Levels studied (and grade achieved)

C
C
C

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Teacher training

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

£22,000
low
Average annual salary
100%
med
Employed or in further education
96%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

96%
Teaching and educational professionals
2%
Protective service occupations
2%
Sales assistants and retail cashiers

The stats above mainly cover teaching degrees for training and qualifying in primary school education. These tend to be three or four-year courses — check with course tutors about how long you will need to study to get your Qualified Teacher Status. Most graduates go into teaching roles — usually primary school teaching, so these courses have good employment rates and starting salaries. We have a shortage of teachers of all kinds, which is deepening, and whilst many of the most severe are at secondary level, the prospects for this degree are not likely to take a downturn any time soon.

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Education and teaching

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£20k

£20k

£23k

£23k

£26k

£26k

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

Explore these similar courses...

Lower entry requirements
University of Wolverhampton
History with Secondary Education (QTS)
Bachelor of Arts (with Honours) - BA (Hons)
3.0 years | Full-time | 2022
Nearby University
Middlesex University
Primary Education
Bachelor of Arts (with Honours) - BA (Hons)
3.0 years | Full-time | 2022
Same University
University of Bedfordshire
English (Secondary) (with QTS)
Bachelor of Arts (with Honours) - BA (Hons)
3.0 years | Full-time | 2022
Higher entry requirements
University of Stirling
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Bachelor of Arts (with Honours) - BA (Hons)
4.0 years | Full-time | 2022

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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.

Have a question about this info? Learn more here

This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

Have a question about this info? Learn more here

Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

Have a question about this info? Learn more here

The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

Have a question about this info? Learn more here