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) [X1C6] or MPhysEd (Integrated Master’s) (with QTS) 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

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 And Learning In Schools (PBA009-2) Compulsory Theoretical Frameworks For Physical Education (PBA006-2) 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 Reflecting On Education (PBA035-3) Compulsory Teachers And The Pastoral Curriculum (PSA007-3) Compulsory Cultural Perspectives On Teaching Physical Education (PSA002-6) Compulsory Promoting Health And Wellbeing In Schools (PSA003-6) Compulsory Reflecting On Teaching (PSA001-6) Compulsory The Action Research Project (PSA004-6) Compulsory

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). For study at level 7 (Integrated Master’s) your work will need to consistently evidence your ability to critically analyse and evaluate practice, methodologies and research. 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.

National College for Teaching and Leadership

26 January This is the deadline for applications to be completed and sent for this course. If the university or college still has places available you can apply after this date, but your application is not guaranteed to be considered.

Course code: X1C7

Institution code: B22

Campus Name: Bedford Campus

Campus code:

The following entry points are available for this course:

Year 1

Entry Requirements for Advanced Entry are not listed for this Course.

GCSE grade C or grade 4 in Mathematics and English We are happy to consider applicants with alternative qualifications and/or work experience. If you would like to check if your qualifications will be accepted please contact the Admissions Team.

Please click the following link to find out more about qualification requirements for this course

Minimum Further Information are not listed for this Course.

Test	Grade	AdditionalDetails

English Language Entry Requirement Information are not listed for this Course.

Student satisfaction : 71%

Employment after 15 months (Most common jobs): 67%

Go onto work and study: 82%

EU	9250.0	Year 1
England	9250.0	Year 1
Northern Ireland	9250.0	Year 1
Scotland	9250.0	Year 1
Wales	9250.0	Year 1
Channel Islands	9250.0	Year 1
Republic of Ireland	9250.0	Year 1
International	13200.0	Year 1

Tuition fees are reviewed annually. You will need to pay for the initial Disclosure and Barring Service check plus an annual update charge of £13. You need to budget for travel costs to your teaching placement. The cost can be from £30 up to £1000 depending on the location of your school placement. Exact costs may vary.

Park Square
Address2 are not listed for this Course.
Address3 are not listed for this Course.
Luton
LU1 3JU