September 2021

Tea and Teach this Thursday  – Find out more about training to be a teacher

PGCE Secondary Physical Education (QTS)

PGCE Secondary with QTS, Postgraduate, September 2021

Key Details

  • X9C6 Course Code
  • 1 Years
PGCE student with pupil teaching table tennis


Why study the PGCE Physical Education course?

This course will not only prepare you to teach Physical Education (PE) across the 11-16 age range with post 16 enhancement in secondary schools, but will provide you with valuable knowledge so you develop into an effective classroom practitioner. Providing you with a solid foundation of professional awareness and understanding, the course will foster and develop your competence and confidence in imparting your subject knowledge to young people. Newman can offer you a rich diversity of partnership schools, through a combination of supportive school experiences and active teaching and learning sessions you will develop as a teaching professional.

Students are encouraged to develop into reflective teachers; practitioners who can respond effectively to the learning needs of young people in school and apply imaginatively the principles underpinning a broad and balanced physical education and sport programme.

A significant part of the course will be spent in schools obtaining valuable classroom experience under the supervision of trained mentors and Newman lecturers.

The rich diversity of partner schools ensures a variety of school contexts within which teaching skills can be developed. Nationally recognised sports coaching courses are also available to students studying this course at Newman.

The Post Graduate Certificate in Education (PGCE) is the most widely recognised UK post graduate award and is transferable.  It is accepted, across the UK and internationally, as an assurance that the candidate has achieved the high standard expected for entry to the teaching profession.


Course Content

The Teaching Agency has set out professional standards for qualified teacher status (QTS) in relation to:

  • Professional Values and Practice
  • Knowledge and Understanding
  • Teaching.

The major aim of the PGCE course is to enable you to meet those standards.

In addition to developing knowledge of the secondary PE curriculum you can also expect to focus on classroom management, lesson planning and assessment techniques, learning and teaching styles and strategies.

Newman University’s international links in both Europe and South Africa have developed thriving partnerships that have produced a wealth of resources that allows PE trainees to incorporate an international dimension into their teaching e.g. the Create to Innovate programme (developed in through links with learners in South African townships). As a student studying this course, you will also have access to nationally recognised sports coaching courses which will enhance your PGCE.

School Based Learning

Teaching experiences take place in two blocks of 7 and 12 weeks respectively. Students are placed in a number of local schools so as to gain as much experience as possible. During the PGCE year you are offered a variety of other experiences including working in primary schools, outdoor education sessions and special educational needs (SEN) schools so as to further develop your skills and knowledge.

You will gain experience of teaching in at least two secondary schools and acquire high level skills in the application of new technologies in teaching and learning. School-based learning includes observation of experienced teachers, a structured programme of group and whole class teaching and a series of directed activities to explore whole school issues. In addition there is the opportunity to develop your own professional interests through individual experiences. You will be encouraged to explore further aspects of PE education with groups of pupils across the age and ability range, including those with special educational needs.

School placements may be 1 hour and/or approximately a 40 miles radius from a student’s term time address.

Teaching Methods and Assessment

Our lecturers and visiting teachers use a variety of teaching methods including lectures, seminars, workshops and special projects. Assessment is through coursework, presentations, project work and practical teaching ability.

Special Features

• You may have the opportunity to benefit from Newman’s International involvement by contrasting UK teaching to that in overseas locations

• Teaching comprises a balanced mix of lectures, seminars, workshops, school-based experience and fieldwork to furnish you with transferable skills

• Individual development will be assessed in a variety of ways throughout your course including the evaluation and monitoring of professional classroom competencies by school-based mentors supported by Newman tutors

GCSE Equivalency Tests

English and Maths

ITE Applicants who do not have the required GCSE qualifications can sit an equivalency test in the subject required.

Due to the cancellation of GCSE examinations during the COVID-19 pandemic the University will be offering applicants the opportunity to sit an equivalency test in the appropriate subjects.

Applicants need to pay an admin fee of £25.00, the fee remains the same whether an applicant applies for one or two subject areas.  Therefore if you have already paid the £25.00 fee for one subject, you can over-write the price to “£0.00” for other subject to avoid paying the fee again.

The applicant will need to select a chosen date from the list provided below.

27th March 9:30am – 11:30am,
29th June 6:00pm – 8:00pm,
9th September 6:00pm – 8:00pm,
14th September 6:00pm – 8:00pm

30th March 6:00pm – 8:00pm,
1st July 6:00pm – 8:00pm ,
4th September 9:30am – 11:30am,
15th September 6:00pm – 8:00pm

Contact for further details and how to register


Newman Initial Teacher Training graduates have a high employment rate; and are well respected in the region and beyond. Most students take up a position in teaching, although some pursue other careers using the range of transferable skills gained during study.

On completing the course and reaching the required teaching standards; upon graduation you will be recommended for Qualified Teacher Status with the Department for Education, who confer QTS, and ready to start  your first teaching job right away.

Ask Us A Question

Teacher Education July Open Days

Join us for 3 Teacher Education specific Open Events in July, where you can book a slot to speak with academics in your area of interest and book a campus tour.

Due to Covid restrictions, sessions will be 20 minutes long and must be pre-booked. For more information visit the link below.

Book Now

Entry Requirements

A UK Bachelors Degree (or recognised equivalent qualification) of which 50% content must be related to the named subject; and this will be a condition of any offer where the degree has not already been awarded.

GCSE English Language and Mathematics at grade 4 (or C) or above (or recognised equivalents). Please be aware that whilst these GCSEs are not mandatory at application point, these qualifications must be obtained by enrolment. See Overview section for additional GCSE Equivalency test information.

School experience is not a requirement for entry to the programme. However, having experience in a school will support your preparation for training as a teacher.

At interview you will be asked about any experiences that you have with school aged children and your understanding of teaching within your chosen age range. The quality and variety of your personal statement is an important factor in the decision to call you to interview.

You will need to obtain Disclosure and Barring Service (DBS) clearance and meet the requirements for fitness to train to teach prior to starting the course and be assured against a set of fundamental maths and English skills by the end of your PGCE. For more information on your DBS application please visit the How do I complete my DBS form advice page.

For further information about the Interview Process see our PGCE Secondary  ITE Interview page.

For full entry requirements please see our admission requirements page.

International Students
Newman University is not licenced by the UK Government to sponsor migrant students under the Student route and is therefore unable to accept applications from international students at present.

Applying Direct Option

You can apply direct to Newman University for this course if you have not previously applied to Newman University through UCAS and you are not applying to any other universities.

Simply click on this Direct Application link to do this.

N.B. when first accessing the direct application portal you will need to enter ‘New User’ account details.

If you have any questions regarding entry onto this course please contact our friendly and helpful admissions team via our Admissions Enquiry Form

Course Fees

Fees for academic year:
Full-time UK students: £9,250 *

* Fees shown are for 2021/22 academic year. The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, on enrolment and in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).

Additional Costs

A Disclosure and Barring Service (DBS) is required for entry into this programme. Find out more about completing the DBS application form and the related additional costs that you will incur.


Additional Information

General Academic Regulations: Terms and Conditions for students attending our courses



Please be aware that, as with any course, there may be changes to the modules delivered, for information view our Changes to Programmes of Module Changes page.

Timetables: find out when information is available to students


  1. This module enables students to develop their understanding of how to manage the learning and teaching environment in school. Three strands of teacher practice are explored: How children and adolescents learn; effective approaches to behaviour management for learning in school and assessment of learning in school. This learning will be facilitated through taught sessions that introduce theoretical perspectives and research evidence on these three aspects of practice and develop reflection on the implications of evidence for developing practice. School placement will provide opportunities to develop personal practice that implements the implications of an evidence base and reflect on the relationship between theory and practice.
  2. This module engages students with problematic areas of teaching and learning of Physical Education in the secondary school. Pedagogic approaches that facilitate learning in school of these problematic areas of the subject curriculum are explored through practical engagement with subject specific pedagogic knowledge in seminar sessions. Students develop an area of expertise in their subject pedagogy that encourages future leadership, initially leadership of classroom learning in their subject and then potential subject leadership within school. The development of this expert knowledge provides opportunity to show creative problem solving informed by research evidence in an area of practice.
  3. This module enables students to develop their knowledge and skills in order to demonstrate that they meet the teachers’ standards for the award of QTS. Delivery of this non-credit bearing module is designed to support teaching placements where the skills and knowledge are both developed and demonstrated. The intended outcomes of this module are successful in demonstrating that they meet the teachers’ standards. Evidence of meeting the outcomes of this module will be demonstrated through an e-portfolio that contains a professional journal and professional development record and evidence of how the teachers’ standards have been met.
  4. This module allows trainee teachers to develop, practice and begin their professional competences as a secondary school teacher, through work in schools/ classrooms/ settings over a nine week placement. It is organised so that in successive modules the trainees will take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. During the placement they will have the opportunity, supported by School based mentors, Class teachers and subject leaders to develop the qualities and skills necessary to manage pupils, monitor their learning and reflect upon and evaluate their knowledge of the National Curriculum requirements. They will demonstrate expertise in the pastoral and professional duties of a teacher and begin to acquire and develop skills in monitoring pupil’s progress.
  5. This module allows trainee teachers to develop, practice and demonstrate their professional competences as a secondary school teacher through work in schools and classrooms over an 11 week experience. This module is organised so that the trainees will be responsible for teaching pupils and fulfilling the duties expected of a teacher. During the placement they will have the opportunity, supported by School Based Mentors, Class teachers and subject leaders to demonstrate the qualities and skills necessary to manage pupils monitor their learning and reflect upon and evaluate their knowledge of the National Curriculum requirements. They will demonstrate expertise in the pastoral and professional duties of a teacher and continue to acquire and develop skills in monitoring pupil’s progress.
  6. This module allows trainee teachers opportunity to develop a comprehensive understanding of progression before and after the age range for which they are training to teach. They will have the opportunity to observe practice in a primary school over a one week placement. During the primary school placement they will have the opportunity to observe and discuss teaching at key stage 2 with class teachers and subject leaders to develop their understanding of transition to key stage 3. A further two week placement will allow trainees to either develop an understanding of teaching in the 16-19 age range where previous placements have not enabled this or to develop a deeper understanding of a specific element of school provision.