- The equivalent of a UK 2:2 honours degree of which approximately 50% is comprised of sports or a similar subject. If your degree is from an overseas institution you must apply for a Statement of Comparability from NARIC
- School, town, county, regional or national high level sports performance, preferably in more than one sport
GCSE English and Mathematics at grade 4 (or C) or above (or equivalent) which must be achieved by the time of application. If your equivalent qualifications are from an overseas institution you must apply for a Statement of Comparability from NARIC (ecctis.co.uk/naric/).
- Have experience of working or volunteering with young people in a coaching setting
See more information in the course listing
Months of entry
The PGCE Secondary PE course is the first phase of three-year entitlement for beginning teachers. The first phase of the entitlement is the Core Content Framework and this is embedded into all of our ITE courses. The PGCE Secondary PE course is accredited by the DfE, and upon successful completion you will be recommended for Qualified Teacher Status (QTS). During our last Ofsted Inspection we were graded as “Outstanding” for all aspects of our provision.
Subject pedagogy (how to teach the subject for understanding) is explored in an innovative university / partnership model known as the POD (Professional Opportunities and Development). The ITE course is delivered using a blended approach and is research informed.
The process starts with an online interactive resource which introduces a weekly theme e.g., behaviour management, assessment, SEND and inclusion (all of which are components of the Core Content Framework).
The theme is then expanded upon in relation to your specialism in a Teaching and Learning Community (TLC) and finally theory and application come together in the POD (Sedgefield Community College, King James 1 Academy and St Bede’s School and Sixth Form College).
Beginning teachers work in classrooms in POD schools with expert staff to develop knowledge and strategies that can be drawn upon during their own teaching placement. Subject knowledge is enhanced through work with subject specific University staff and with subject experts from the POD setting.
You will follow a structured PE programme which will involve sessions
- Reflecting on how to be an effective PE teacher and what constitutes good practice
- There will be an obvious focus on NC PE activity areas (games, gymnastic activities, dance, athletic activities, swimming and outdoor and adventurous activities) throughout the course.
- Teaching PE by thinking outside of the box, teaching to develop understanding
- Discussion, collaborative work, experiential learning, the examination and analysis of materials but especially active learning through participation in activities with other members of the group.
The course is organised into three modules:
- Professional Issues in School-based Education
- Teaching and Learning in the Curriculum
- Self-directed Study
The Professional Issues in School-based Education relates to the Teacher Standards and is delivered through the Research Related Professional Practice curriculum (RRPP).
The RRPP is designed to bridge the gap between research and professional practice. It encourages trainees to focus on key subject specific threshold knowledge linked to deep thinking in terms of how to teach in order to have maximum impact on pupil learning.
Teaching and Learning in the Curriculum and Self-directed Study assignments 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 community, particularly those that impact on the success of children as learners.
The Self-directed Study module draws on aspect of teaching and learning in a small-scale action research piece of work, and links this to critical engagement with published educational research.
These Masters modules provide an opportunity to consolidate theoretical knowledge, through lectures and mixed subject and phase seminar groups taught during a Reflective Practitioner Conference. In addition to covering Teachers’ Standards, these modules will enable assessment work to be carried out for the award of PGCE.
On successful completion of the course, our beginning teachers have 90 credits and QTS.
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 course.
Information for international students
If you are an international student who does not meet the requirements for direct entry to this degree, you may be eligible to take a pre-Masters pathway programme at the Durham University International Study Centre.
Fees and funding
For further information see the course listing.
Qualification, course duration and attendance options
- full time12 months
- Campus-based learningis available for this qualification
Course contact details