PGCert Secondary Education (Physical Education) with recommendation for QTS
- Special Features
- Course Content
- Teaching & Assessment
- Entry Criteria
About the CourseDownload course brochure (PDF)
As part of all children's education, Physical Education represents an exciting opportunity to contribute to pupils' development both as part of the National Curriculum and in many other aspects of life. This course aims, by drawing on outstanding expertise and experience in both Education and Sport Sciences, to help develop the knowledge and skills required to help individuals develop their potential and improve both their mental and physical wellbeing.
Our postgraduate course has received "excellent" ratings by OFSTED and the Quality Assurance Agency.
The undergraduate and PGCert Secondary courses in Physical Education at Brunel University have a national reputation for high quality Initial Teacher Training in the subject area. Recent OfSTED inspections have confirmed that we are one of the top institutions in the country for the training of Physical Education teachers. The course aims are to ensure that trainees are able to:
- think critically about what it means to be physically educated and how this informs curriculum planning and design within the subject area;
- apply a thorough knowledge and understanding of the Physical Education National Curriculum (PENC) to the planning of curriculum experiences for pupils in school;
- demonstrate competence and confidence in your ability to teach across all six PENC areas of activity as the contexts for pupil learning in Physical Education, with an understanding of the principles of continuity and progression in learning;
- utilise a range of teaching strategies within the subject area to meet the identified learning needs of a wide range of pupils;
- understand the importance of safe practice in Physical Education and use a wide range of class management strategies which maximise pupil learning;
- understand the principles of inclusion within Physical Education and apply these to ensure equality of opportunity for all pupils in the subject area;
- understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning;
- use subject knowledge and relevant specifications to plan and deliver the 14-19 curriculum in Physical Education including examination and vocational courses;
- explore the relationships between Physical Education and sport within current national and government frameworks and actively contribute to school sport programmes whilst on placement;
- utilise a range of ICT resources to enhance pupil learning in Physical Education;
- recognise the contribution that Physical Education makes as part of the whole school curriculum to the development of the individual learner;
- raise the status of the subject area by demonstrating high standards of professionalism at all times.
Taught Programmes Office
School of Sport and Education
Uxbridge UB8 3PH
Tel: +44 (0) 1895 267156
The course is planned and taught in partnership with Heads of Physical Education in local schools. Serial and block school experience take place in partnership schools selected for the quality of teaching and learning and the support offered to trainees by experienced subject mentors.
Sport and Facilities
Brunel is a university that supports sporting excellence. This is illustrated by the success of the university teams, and individuals, in gaining national and international honours. The University's sports clubs are run by the Union of Brunel Students. There are 37 clubs which offer a wide range of activities for all abilities from high performance to recreation.
Since becoming eligible for the British Universities Sports Association championships, Brunel has already become champions in rugby union (men's and women's), netball, men's hockey, indoor athletics (men's and women's), men's basketball and football (men's and women's).
Brunel's facilities bear comparison with those in much larger universities. We have recently completed a £14 million sports complex, with indoor athletics centre and netball hall, and state-of-the-art outdoor athletics centre and sports pitches and courts.
The Physical Education Team
Peter Breckon has been with the Department of Education for 18 years and is a Fellow of the Brunel Teaching Academy, having been awarded the 'Vice-Chancellor's Award for Teaching Excellence in 2003'. Peter is currently a Senior Lecturer and Subject Leader for Physical Education within the Department of Education. He has sixteen years experience as a PE teacher and Head of PE in Hertfordshire and North London. Peter's subject experience covers all areas of activity in PE, particularly gymnastics, swimming and games.
Peter's main research interest is in school-based teacher education.
Cathy Gower has been with the Department of Education for nine years and is a Fellow of the Brunel Teaching Academy, having been awarded the 'Vice-Chancellor's Award for Teaching Excellence in 2003'. She has five years teaching experience, three as Head of Girls' PE in a state school in West London. Her main responsibility is for the PGCert PE course, and she also tutors on the undergraduate course. Cathy's subject experience covers all areas of activity but with specialist interests in games, dance, outdoor and adventurous activities and health related exercise.
Cathy's research interests include: trainees' subject knowledge and understanding, and the relationship between curriculum planning and assessment.
Anne Chappell joined the University in January 2004. She has 10 years' teaching experience including undertaking roles as both Head of Year and Head of PE in schools in the West London area. She tutors on both the PGCert and undergraduate courses. Anne's subject experience covers all areas of activity but with particular interests in dance, health related exercise, games, and examination PE.
Anne's research interests include: the status of Physical Education within schools; the effective continuity and progression of learning from ages 5 to 16; development of government policy in relation to Physical Education; and safe practice in Physical Education.
The team, together with Susan Capel, are currently involved in two Teacher Training Agency projects. One of these is a collaborative project with other London Providers to develop a package of materials for colleagues to support 'Consistency of Assessment of Trainees in Physical Education'. The second project is working in collaboration with school colleagues to run a conference for trainees in order to further develop the use of ICT in Physical Education ITT.
Cathy has been involved in dissemination of good practice work for Oftsed on improving Physical Education trainees' ability to assess within the subject area. She has also done some consultancy work on curriculum planning and assessment in physical education, working with teachers from schools in the South East of England.
Anne and Julia are currently working with the Ministry of Education in Cyprus on a project to enhance the delivery of Physical Education in the primary school.
During the course, opportunities may be offered to enhance your learning experience, which may incur a cost.
The programme consists of three main types of experience:
1. General Professional Studies
This will focus on those issues of common interest to all secondary school teachers. This will include:
- inclusion and special education needs, including needs for the most able
- assessment and its role in promoting learning
- whole school policies
- equal opportunities
- English as an additional language
- teachers' legal responsibilities
- professional learning
2. Subject studies in Physical Education
This is to make sure that trainees have a firm grounding in all areas of physical education covered by the National Curriculum. Although the course covers the 11-18 years age range, particular emphasis for the purpose of QTS assessment will be given to the 11-16 age range. The course includes an introduction to curriculum organisation, methods of working and safety, or how to use information and communication technology in the teaching of the subject.
3. Experience in two different schools
At least two-thirds of the course is school-based in line with Department for Education and Skills (DfES) requirements. During school-based work, trainees will develop and extend knowledge, skills, competence and experience to work across either the primary or secondary age range, depending on an individual's specialism. The following will be developed:
- subject knowledge and application related to the National Curriculum
skills in planning;
- ability to monitor and assess children's progress;
- understanding and skill in supporting and meeting a range of learning needs;
- experience in other activities that are part of the teacher's role, such as pastoral care, outings, meeting parents, and writing reports.
Modules (all core)
General Professional Education
Main topics of study: professionalism; reflection; the reflective practitioner; education; pedagogy; action research and evidence based practice; schools and their learning communities; the curriculum and the hidden curriculum; teaching and learning; continuing professional development
Planning, Teaching and Assessment
Main topics of study: philosophical rationales underpinning different assessment strategies; the deployment of a range of strategies for assessment relevant and applicable within trainees’ subject areas; how assessment data can be recorded, analysed and reported; how assessment outcomes can be used for planning future learning and teaching.
Subject Knowledge ands Understanding: Inclusive Practice
Main topics of study: pedagogical, sociological and psychological theories related to the construction and learning of their subject; official policies and sources of guidance materials for the teaching of their subject; teaching strategies relevant to their subject.
QTS Skills Test
In order to gain the award of Qualified Teacher Status, all trainees are required to pass the skills tests in ICT, Numeracy and Literacy.
School Experience (two modules)
Trainees normally spend eight weeks in school for the first School Experience module and the final synoptic module is compulsory for all trainees (usually of eight weeks).
Disclosure and Barring Service (DBS) requirement
This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check. The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email email@example.com.
Coursework is designed to enable the trainee to reflect upon and synthesise the underpinning knowledge about Physical Education teaching that they develop during the PGCert year. In order to gain the PGCert qualification and qualify as a teacher, trainees must meet professional standards, including basic skills tests in numeracy, literacy and ICT, set out by the Department for Education and Skills. Successful candidates receive a Career Entry and Development Profile which provides the basis of the trainee's induction year as a newly qualified teacher.
Feedback about the course is very positive from trainees, the overwhelming majority of whom are successful in securing the first posts in schools of their choice.
The Brunel PGCert (Secondary) Physical Education course has an excellent reputation both nationally and locally. The course receives very positive evaluations from trainees, the overwhelming majority of whom are successful in achieving the first post positions of their choice.
UK/EU: £9,000 full-time
International students: £12,000 full-time
Fees quoted are per annum and are subject to an annual increase.
Pre-professional Course Attributes
- The ability to communicate effectively in both spoken and written English. If selected for interview, you will be expected to interact effectively with university tutors and school colleagues and demonstrate the potential to form positive and productive relationships with colleagues and pupils in schools and in professional learning contexts.
- An awareness of the Professional Standards for the Award of Qualified Teacher Status (QTS). These are outlined on the Training and Development Agency (TDA) website in the document 'Qualifying to Teach' (TDA, 2007). They are the national expectations that all trainee teachers have to meet in order to qualify with QTS. Familiarity with them would be useful for you.
- An enthusiastic and energetic approach which communicates clearly your commitment to teaching and working with young people.
Pre-professional Course Knowledge
- An undergraduate or postgraduate degree in the field in which you intend to teach, This should be a minimum 2.1 classification in preparation for Masters level professional study.
- Maths and English grades A* to C or equivalent at GCSE level.
- Modules within your pre professional degree course should provide a foundation of preparatory knowledge for the subject you are applying to teach.
- An informed personal philosophy on the aims of your subject area, drawing on relevant reading and research.
- An understanding of statutory requirements for your subject area within the state school sector as outlined on the following websites: www.newsecondarycurriculum.com and www.qca.org.uk/curriculum.
- An awareness of recent government policy or initiatives in education and your subject area.
Pre-professional Course Skills
- Recent and relevant experience of state school education in England, either team teaching or observing with experienced teachers. This should normally be pre professional teaching experience where you have had the opportunity to develop relationships with a group(s) of pupils over a sustained period of time. If selected for interview, evidence should be provided on school headed note paper and signed by relevant members of staff at the school(s) in question.
Skills Tests - via the main GTTR application cycle, Brunel University will accept applications for PGCert courses within Education prior to completion of the Teaching Agency Skills Tests. If you are offered a place on one of the courses and have yet to meet the requirements of passing the Skills Tests then your offer will be conditional on passing these tests by the 30 June 2013. See more information on the Skills tests.
Clearing applications will be dealt with on a case by case basis, however if you are in clearing from the 1 July 2013 the expectation is that you have already passed the required tests at the point of application to Brunel University.
- Ideally pre professional preparatory school experience should be across two phases of education ie Key Stage 3 and Key Stage 4.
- Evidence that you have planned, delivered and reflected on teaching or coaching episodes to pupils or young people in either educational contexts or within a learning community.
The Application Process
Following receipt of you application form from the Graduate Teacher Training Registry (GTTR), there are three stages:
- Initial screening by the Admissions Office for status, degree classification and GCSE requirements. In the case of some overseas qualifications, Brunel International may be consulted about the equivalence of these with British qualifications;
- Applications will then be passed to Admissions Tutors for the PGCert course you are applying to. The form will be scrutinised according to the criteria set out above. In addition, your application may highlight any questions or areas that Tutors may ask or explore if you are invited for an interview;
- If you are invited for an interview, the criteria set out above will again be used to assess your application. The interview will involve: documents checks by Admissions Office staff; an introduction to the Postgraduate Certificate in Education (PGCert) course with the Brunel Secondary Partnership; a written exercise and/or subject knowledge audit as appropriate to the subject; an individual interview with two University and school-based staff; a practical movement assessment using the context of gymnastics and a teaching episode where you will be required to teach a small group of fellow candidates a skill of your choice.
Following the interview we will consider all components of the process and will inform you of our decision as soon as possible.
It is important to realise that the above criteria are the ones we will use in assessing your application. Judgements, using these criteria, are based on our considerable experience as secondary school teachers and University-based teacher trainers, judgements from school-based colleagues who are part of the Secondary Brunel Partnership and are validated by regular quality enhancement procedures from Brunel University, the Brunel Secondary Initial Teacher Training Partnership Management Group, the South West London Teacher Education Consortium (SWELTEC) and by the cycle of rigorous Ofsted inspections carried out on a national basis.
English Language Requirements
- IELTS: 7 (min 6 in all areas)
- TOEFL Paper test: 600 (TWE 4.5)
- TOEFL Internet test: 100 (R20, L20, S20, W20)
- Pearson: 66 (51 in all subscores)
- BrunELT 70% (min 60% in all areas)
Brunel also offers our own BrunELT English Test and accept a range of other language courses. We also have a range of Pre-sessional English language courses, for students who do not meet these requirements, or who wish to improve their English.