This course will enable you to use your degree level skills in the teaching of Physical Education (PE) so that you can promote physical activities and a healthy lifestyle in a positive and enjoyable way for all pupils.
DurationOverview
This course will enable you to use your degree level skills in the teaching of Physical Education (PE) so that you can promote physical activities and a healthy lifestyle in a positive and enjoyable way for all pupils.
We believe that PE is a crucial element in the education of all pupils, and will work with you to enable you to become the inspirational secondary school teacher that today’s young people deserve.
This course is open to International students.
What's covered in this course?
Our course provides you with the knowledge and understanding that will enable your current creative skills to grow into exciting and engaging teaching for the classroom. The course is a practice-based programme that will fully support you into becoming a confident, dynamic and creative teacher committed to making PE accessible for all.
Central to the curriculum is the study of PE pedagogy and professional practice, which you will access through a synthesis of practical workshops, lectures, seminar groups and individual study.
Curriculum workshops are a key element of your course. Dedicated PE lecturers and teachers deliver these in our specialist education classrooms and lecture theatres, including the Doug Ellis Sports Centre in Perry Barr.
The workshops enable you to experience and develop your understanding of subject pedagogy through topics such as: Physical literacy, growth mindset through PE, dance in the curriculum, gymnastics, invasion games, net and wall games, target games and athletics, health and safety, as well as Key Stage 3 National Curriculum topics, GCSE and A Level PE topics.
At least two thirds of the course takes place within school. You will be placed in a minimum of two PE departments.
Taught modules, assignments and School-Based Training are structured around the development of your Progress Journal which demonstrates your progress against our ITE Core Curriculum.
Our ambitious curriculum incorporates the ITT Core Content Framework (DfE, 2019) and the nationally agreed competences - the Teachers’ Standards, which all teachers must meet throughout their career.
The Progress Journal also maps your development as a subject specialist with reference to identified subject priorities appropriate to the needs of secondary teachers entering the profession.
A system of continuous review and assessment of progress within the Progress Journal will support your growing ability to take responsibility for your own professional development and ensure that you approach QTS with a sound understanding of research-informed pedagogies and practices.
Why Choose Us?
We are a key source of new teachers to schools across the West Midlands region; a destinations survey of our 2021/22 Secondary Teaching graduates showed they were employed in nearly 100 West Midlands schools as Early Career Teachers.
Our curriculum is designed by research-active subject experts to be integrated between university and school-based training with input from our partnership schools, ensuring you’re equipped to meet the needs of the teaching workforce now and in the future.
We have partnerships right across the West Midlands and beyond so you can benefit from training in a range of schools and early years settings, preparing you for work in a wide variety of schools when you qualify. A destinations survey of our 2021/22 Secondary Teaching graduates showed that 76% of their employing schools were from within our BCU partnership.
You will complete at least 120 days across a minimum of two placements, in line with Department for Education (DfE) requirements, supported by a subject mentor in your school and a personal development tutor at the University.
Should you wish to take your development further, you'll gain Master's level credits gained as part of this course that you can then use towards a full Master's degree.
We meet the Department for Education's (DfE) Criteria for Initial Teacher Training and successful candidates on our Initial Teacher Training courses will be recommended to the DfE for Qualified Teacher Status.
Modules
Secondary Professional Studies
This module, Professional Studies, provides opportunities for you as a trainee teacher to explore and understand in practical terms the meaning of professionalism in the context of education and being a teacher. It is well known that education is an ever-changing environment and the desire for improvement is strong from all stakeholders.
This module helps you to understand that the best teachers are those who continue to learn themselves and that your continual development can positively impact the learning experience of your students.
Secondary Subject Pedagogy:
This module, Subject Pedagogy, provides opportunities for you as a trainee teacher to explore the nature of your specialist subject in the context of learning and teaching in the secondary school. The module provides substantial support for your professional practice in school, assessed through the School Experience modules.
This module provides a strong philosophical underpinning to your awareness of the importance of your specialist subject in the secondary school curriculum.
By undertaking this module you will be shaping your own rationale for your approach to the teaching of your specialist subject, and to meeting the needs of the learners as they move through the secondary school phase.
Professional Enquiry
This module, Professional Enquiry, forms an introduction to active examination of professional practice in the workplace and a reflective approach to personal development. It provides a foundation for future study modules and enables you to develop practice-based enquiry skills.
Increasing importance is placed on evidence-based enquiry to inform professional development in education, most recently in The Carter Review of Initial Teacher Training (ITT).
School Experience
This module, School Experience 1, provides opportunities for you as a trainee teacher to meet the professional standards and expectations of teaching through practical, school-based experience.
You will have the opportunity to work alongside experienced teachers and other education professionals to develop your knowledge, understanding and skill in the classroom and the wider school environment.
You will be able to implement theory and evidence-based understanding on an on-going and development basis into your teaching into the classroom. You will be assessed against the current statements of professional competence.
School Experience
This module, School Experience 2, follows School Experience 1 and provides opportunities for you as a trainee teacher to enhance your achievement of the professional standards and expectations of teaching through practical, school-based experience.
You will have the opportunity to work independently supported by experienced teachers and other education professionals to further develop your knowledge, understanding and skill in the classroom and the wider school environment.
You will be able to implement theory and evidence-based understanding on an on-going and development basis into your teaching into the classroom. You will be assessed against the current statements of professional competence.
Our earlyhistory can be traced back to the five individual colleges which would be brought together as The City of Birmingham Polytechnic in 1971.
Birmingham College of Art has its roots back in October 1843, when the Birmingham Society of Artists opened the Birmingham Government School of Design. I
n 1884 the School evolved into Birmingham College of Art, moving to a beautiful purpose-built Venetian Gothic building on Margaret Street designed by John Chamberlain. Today Margaret Street, which still houses our Department of Art, is a Grade I Listed Building.
In 1888 Birmingham School of Jewellery, which was based in Ellen Street, became a branch of the College of Art. Two years later a new building was opened in Vittoria Street which has been the School's home ever since.
The School of Architecture was established within the College of Art in 1909 and won Royal Institute of British Architects (RIBA) recognition in 1923 and 1930 to become one of the UK’s major schools of architecture. On entry into the Polytechnic, the School became a leading department of the Faculty of the Built Environment.
Birmingham School of Music developed as a department of the Birmingham and Midland Institute around 1859. The first phase of the present building in Paradise Circus was opened in 1973 by HM The Queen Mother.
Birmingham College of Commerce was established in the early 20th century and became a branch of Birmingham Central Technical College (CTC) with its main teaching centre in Edmund Street.
South Birmingham Technical College opened in 1961 on Bristol Road. In the early 1970s, the College's departments moved to new buildings in Perry Barr and the South Birmingham site was later occupied by Bournville College of Further Education until 2011.
North Birmingham Technical College was created in 1966 when Aston Technical College moved to new premises at Perry Barr. New buildings for the college formed part of the University's City North Campus until 2018.
Becoming Birmingham City University
In 2007, the University changed its name to Birmingham City University and received a new logo, a reworking of the tiger crest used by the University of Central England in Birmingham, which itself originally came from the Birmingham College of Commerce, one of the Polytechnic's founder institutions.
From 2011, the University has undertaken a major investment in its estates and facilities to create a campus fit for the future. The City Centre Campus has seen three major new developments – the Parkside Building for Design and Media students opened in 2013.
The Curzon Building, which houses Business, Law and Social Science courses as well as new library, IT and student support facilities opened in 2015.
And our new music building for the Royal Birmingham Conservatoire opened in 2017. A new extension to our City South Campus to house Education, Sport and Life Science courses opened in 2018.
Our Values
BCU’s Values underpin how we work in achieving the ambitions set out in our Strategy and Priorities, and are the principles that unite the way we work together and for our students.
As the University for Birmingham, our values also reflect our relationship with the city, how we care about our community and the collaboration we use to get the best results.
Our Values are not just words on a page but actions and behaviours that can be seen, heard and felt in what we do every day
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