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Teaching Excellence Framework 2023 - Gold Award

BEd (Hons) Physical Education - Secondary Education (with QTS)

Become a PE teacher at secondary level. This option combines an honours degree with Qualified Teacher Status (QTS) so that you can start teaching as soon as you pass the course.

A trainee Marjon PE teacher encourages his pupil who is running

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Entry requirements

Three A-levels at grades BBC or above

Or BTEC triple grades DMM or above

Or Access 30-42 D/M with minimum 18D

Or T level M

And GCSE English Language and Mathematics at grade 4 or grade C or above

All candidates are required to attend an interview with representatives from schools as well as university tutors

We are committed to safeguarding and promoting the welfare of children and trainees. All trainees are expected to share this commitment and demonstrate consistently high standards of personal and professional conduct.

UCAS points 112

UCAS code X1XH

UCAS institution code P63

Duration Three years full-time

Course Summary

Our unique Physical Education teacher training course leads to Qualified Teacher Status (QTS) at secondary level. The course is carefully structured to equip trainee teachers with real-world skills and deepen their passion for teaching. It also trains teachers in educational leadership and resilience, enabling graduate teachers to progress quickly in their careers. This progression is reflected in their salary growth; five years after graduating, our education graduates are the sixth highest earners from any university in Wales and England (Source: LEO data, Department for Education, July 2018).

The curriculum is based around three themes and these are embedded in all MTEP modules across our provision and is carefully structured to provide you with the skills and subject knowledge required to teach PE effectively.

The themes are:

- The professional role of the developing teacher

- Development of teaching and learning

- Curriculum and specialisms

Our processes are aligned with the MTEP curriculum, the CCF, the ECF, the ITE Ofsted inspection framework and the Teachers’ Standards and explicitly considers how all components are sequenced incrementally to build your expertise and confidence. Trainees are taught, trained and supported at both the centre and on placement by expert colleagues.

Trainees study the scientific principles of Physical Education and sport and explore these through practical activities. Developing a wide range of subject knowledge, this intensive course blends theory and practice helping trainees to understand how children learn best. When trainees are secure in their specialist subject they may choose to develop a second subject, making them more versatile and employable.

Through school based placements in our partnership schools and placements in other educational settings, trainees enjoy ample contact with qualified teachers and students. This enables them to gain a wide range of experience and a healthy understanding of what the profession looks like in the current climate.

Feedback from students about the course is consistently very positive, and the course achieved 100% student satisfaction in the National Student Survey 2022. 

Analytical thinking is encouraged and developed, ensuring that we deliver passionate early career teachers who have a desire to drive their profession forward. With a clear focus on national priorities and current developments in education our PE teacher training graduates are well prepared for teaching today.

What is it really like to study BEd PE?

Rhian: I would say what I enjoy most about my course is the theory is linked with the practice. So the placements that we go on are really useful, but also we have a lot of practical experiences with schools coming to us. So that gives us a lot more time to plan and evaluate our lessons. And it just gives us so much time on task really, which is good.

Cameron: I enjoy the practical side of it. And also going out on placement, learning on the job is better than being stuck in the classroom really.

How is Marjon helping you to develop as a teacher?

Rhian: A lot of the modules, although in third year are our modules are decreased significantly because, obviously, we're on placement a lot more, the modules that we do are very specific to what we need to improve on. So one of the modules would be diversity in the curriculum, which deals with a lot of modern issues. And it keeps us up to date with what's going on in the outside world whilst we're obviously at university.

Cameron: At the placement experiences you learn from other teachers as well, so it's really good for that. And also through that academic side as well, they teach you the theory behind it, which is also really good. Yeah. Helps you progress.

What has been the highlight so far?

Rhian: In my third year, my first placement, just being able to take a class on my own and receiving an outstanding in some of my lessons.

Cameron: Probably winning a rugby game for my first time because I've been working with a year seven group for a while and actually, winning a tournament actually. Yeah, that was probably a highlight.

What is the support like?

Rhian: It's really good. I'm a sports' scholar, so a lot of the time I have to take off of placement or off of lectures, because I've got to deal with international commitments. But the university helps me massively, with catching up on lectures and they put things online for me, the lecturers work on a one-to-one basis. So they're really, really helpful there too.

Cameron: Yeah, you get loads. You can email the mentors and tutors and they get back to you within the same day, you can arrange meetings and that. There's loads of facilities with the library, librarians obviously, offering loads of opportunity to go and see him as well. Yeah. There's loads of opportunities.

Thinking about your future in teaching, what are you most looking forward to?

Rhian: Just the variety of experiences that I'm going to have. So taking sports teams away and just working with a wide variety of pupils, different age ranges, I'm really looking forward to it.

Cameron: Yeah. I think just being a teacher, really. Just getting to know kids. Yeah. And just making an influence on people's lives. Yeah, going forward.

Why this course at Marjon?

Enhancement means you can pick up a second specialist subject when you qualify to teach

Study in small groups with access to world class facilities

On-site sport and health centre, pool, gym and sports therapy clinic

Easy access to teaching and coaching qualifications to enhance your subject knowledge and career prospects

NSS results: Overall satisfaction for the programme 100% (2022)

100% of all graduates are in further study or full time employment in a professional role (2022)

Modules for this course

Course Snapshot

In our first year we learnt the foundations of teaching, behaviour and how to manage a classroom. We also learnt about non-invasion games like tennis and badminton and learnt different drills we could teach children. In our second year we went on a placement and also did a special needs placement to learn practices from teachers in different learning environments. We also looked at drills to teach invasion games like football and rugby. Third year is largely placement-based but we are also engaging with current issues in education.
Charlotte - Third year, BEd (Hons) Physical Education – Secondary Education

1st Year

Becoming a teacher
Study the role of the teacher and the place of Physical Education within the curriculum. This module includes a 3 week placement in a secondary school to gain practical teaching experience.
Scientific and pedagogical aspects of physical education
This module runs throughout the first year and links theory with practice, investigating how pupils learn and apply the fundamental principles of movement in a practical setting.
The science of athletics and health related activities
Understand how to achieve and maintain good health by learning about the major systems in the body. Develop an understanding of the pedagogic principles of teaching athletics.
Holistic development through outdoor and adventurous education
Understand the place of Outdoor and Adventurous Activities in the National Curriculum and the unique role OAA has in developing physical, social, emotional and cognitive characteristics.
Managing learning through non-invasion games
Increase subject and tactical knowledge in a range of activities whilst developing an understanding of how to organise, manage and teach large groups.

2nd Year

Curriculum and pedagogy
This module runs across the whole year and includes X2 four week placements in schools with a focus on the 14-19 curriculum and government frameworks and how to plan for pupil progress.
Assessment and pupil progress
Understand the importance of using assessment effectively to plan for pupil progress. Use Assessment for Learning strategies to improve the quality of teaching and pupils’ learning.
Analysing and assessing performance through invasion games
Develop knowledge, skills and understanding in a variety of traditional and non-traditional invasion games; use technical analysis to improve performance
Social sciences in physical education
Focus on the content of Level 3 examination qualifications to develop an understanding of sociological, cultural, psychological and historical perspectives of physical education, physical activity and sport, using current research.
Promoting creativity through aesthetics
Develop an awareness of the value of aesthetic activities such as gymnastics and dance on the school curriculum and how to engage learners in their own creative development.

3rd Year

Secondary education, schools, learners and teachers
Critical reflection of pedagogic strategies and approaches used in school to engage and develop learners. Includes two longer school placements and enables trainees to achieve the minimum expectation of the Teachers’ Standards, to become a qualified teacher.
Current issues in education
Explore and appraise the most relevant research based on current issues within schools and education, including national priorities and the most recent government initiatives.
Health based approaches to physical education
Explore the variety of diverse activities available to young people and the impact they have on participation. Compare experiences of different activities and understand how different health agencies work to support healthy lifestyles.
Research in education
Honours level research study into an educational topic of your choice; a wide reading base will support a critically reflective investigation to support professional development in teaching.

Current students say...

Harry Woolway

“The support from the lecturers is outstanding. The range of theory and practical learning is top drawer and allows you to build amazing subject knowledge. The school placements give you insight into what it takes to be a PE teacher. On this course I’ve personally developed greater self confidence and I’ve learnt how to achieve high standards of academic work.”

Cameron Bidgood

“I enjoy being able to learn through practical experience on placements as you are learning on the job in the profession you are going into. I’ve received lots of guidance from lecturers and mentors. Tutors are easily to access and they understand how to accommodate your needs. There are excellent facilities to enable me to gather wider research.”

Jack Perry

“I like the ratio of practical to theory as it allows you to develop your skills as a teacher. We have specific workshops that give us the best chance to succeed, looking at things like how to write essays or do academic referencing. The lecturers are amazing and will support you both personally and professionally.”

This course is perfect if you’re curious about these questions:

Is it possible to influence children to engage with lifelong physical activity?

Can schools impact the health of children and adolescents?

Can you teach maths or literacy through physical activity?

Could high quality physical activity in schools save the NHS budget in decades to come?

How do you engage the disengaged with physical activity and sport?

Could less 'traditional' activities such as yoga or street surfing motivate more children?

The programme continues to apply a clear and coherent approach to trainee development that scaffolds subject knowledge and pedagogical development appropriately. There is opportunity to develop subject knowledge, specific skills as well as teaching practice. The programme continues to react to changes in the sector and remains current in content providing students with an excellent grounding to enter the teaching profession.
External examiner - 2020

Ask a student

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Martha Tavinor

“One of the most significant factors in regards to preparation for work was the school based training placements that I completed throughout my 3 years at the university. Not only that but the broad range of topics we covered ensured that we had the appropriate baseline skills for teaching and the means to develop in whichever way best suited us. The university staff provided endless amounts of support which is helped by the open door policy and willingness to help at any hour of the day!”

Marta is now working as a PE teacher.

What might you become?

On completion of this programme you will be a fully qualified teacher of Secondary Physical Education. You may also choose to do an enhancement in a second subject, Key Stage 5, Primary or Special Education, to enhance your employability as an early career teacher (ECT).

Ofsted (2014) praised the University’s ‘effective use of local diversity and wider links which ensures trainees have breadth and variety in their training, so making them highly employable’. Over 90% of our trainees go on to secure teaching posts locally, nationally or abroad which is above national rate. Others go on to further postgraduate study or research posts within Higher Education.

Some of our trainees have gone on to establish themselves as freelance specialist teachers in their field of expertise.

How you’ll be taught and assessed?

How will you be taught?

Includes lectures, seminars, tutorials, workshops, practical sessions in the sports science lab, practical sessions to develop subject knowledge in PE and conferences. Lots of placement experience, across different educational settings.


How will you be assessed?

Includes portfolios, presentations, essays, blogs, portfolios, exams, practical skills assessment, teaching practice and a final research project.

Placement assessment is carried out by school mentors and university tutors against the three themes of the MTEP curriculum:

- The professional role of the developing teacher

- Development of teaching and learning

- Curriculum and specialisms

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Philip Roberts

Course leader

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I bring a wealth of teaching experience, leadership skills, and a commitment to supporting trainees and colleagues in their educational journey. My expertise spans the PE curriculum, coaching, behaviour leadership, and curriculum development, all driven by a passion for celebrating diversity, promoting equity, and fostering growth through inclusive PE experiences.

Fees and funding

Fees UK students: £9,250 per annum

Fees for International students: £14,500 per annum

This fee covers your tuition and access to course-specific equipment and facilities, as well associated services including access to the library, study skills support, IT support, student support and wellbeing services and membership of the Student Union. There may be additional costs by course.

Funding available for this course

Our Student Funding Advisors offer confidential and impartial advice about your funding options.

Learn more


Clare Bulford


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Clare graduated from Marjon as a PE teacher and returns as a lecturer following a very rewarding career teaching PE, mentoring trainee teachers, being Head of KS3 PE, House Leader and Assistant Head of Sixth Form.

Philip Roberts

Senior Lecturer

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Phil Roberts is a Senior Lecturer and leads the BEd (Hons) Physical Education in Secondary Education (with QTS) programme. He takes great pride in his teaching career, which has spanned nearly twenty years in secondary school education. He is enthusiastic about embarking on this new chapter with the Marjon Teacher Education Partnership (MTEP).

Nathan Walker

Postgraduate PE Programme Coordinator, Lecturer of PE & Teacher Education.

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Postgraduate PE Programme Coordinator & Lecturer of Physical Education and Teacher Education for Marjon Teacher Education Partnership. Previously a leader and teacher of PE in the UK, the Middle East, Malaysia, and China. Interested in mentoring and coaching trainee teachers and mentors, physical education curriculum design, knowledge-rich curriculum, and constraints-led approaches. 

More information

For tips about every stage of the teacher training journey, from making your application shine to securing your first teaching role, see the how to get into teaching guide.

BEd PE students running across the 3G pitch
BEd PE running the ropes on the 3G pitch

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