Physical Education Secondary (With QTS)

Our education courses rank in the UK top 5 overall in their subject field (The Guardian University Guide, 2026).

This degree is designed to support graduates to become teaching professionals who can influence change, inspire young people and progress into a successful career in physical education. It develops student teachers who have a deep understanding of why, how and who they are teaching through a broad but deep curriculum. You put theory into practice through classroom experience, including a school placement every year, building your skillset ready for your wider professional role as a PE teacher.

Course accreditation

This course is accredited by the Department for Education (DfE) and successfully completing the course allows you to apply for Qualified Teacher Status (QTS) as a PE teacher.

Facilities and specialist equipment

• A wide range of sports facilities including a sports arena; multi-use games areas; gym; sport science labs; and a range of sports pitches.

• Mock classrooms with specialist technology so you can watch and assess your lesson.

• Forest School where you can deepen your understanding of the long-term educational benefits of outdoor learning.

• Specialist sensory centre for practice in teaching SEND and early years pupils.

• Multimedia space for webinars and podcasting.

Career-powered links

As one of the largest providers of teacher education in the eastern region, we have well-established partnerships with more than 500 schools and other associated organisations, including lead training partnership agreements for closer collaborations.

We have a regular, on-going collaboration with the local education authorities for Bedford and Central Bedfordshire; and active links with the Association of Physical Education and the PSHE Association.

There are also opportunities with our official partners, Luton Town FC and Bedford Blues RFC and Foundation, as well as other sporting organisations such as MK Dons, Cricket East and Be Active.

Your student experience

We have a rich history and expertise in training PE teachers going back over 120 years.

You are taught by an experienced University teaching team at the cutting edge of theory and practice.

Undertake a school placement every year, working closely with our trained mentors, many of whom are alumni of this course.

Learn through classroom experience and practical application, developing the skills you need to teach a range of physical activities to young people aged 11-16 (16-19 with enhancement).

Benefit from opportunities to teach personal, social, health and economic (PSHE) education as well as another curriculum subject.

Apply the scientific principles of physical education and sport to a range of practice activities including athletics, dance, games, gymnastics, swimming and outdoor, adventurous activities.

Develop your knowledge of teaching adventure activities through a field trip to an outdoor centre.

Benefit from our lead training partners' regular, on-going involvement including contributing to placements, course delivery, and on-campus visits, talks and masterclasses.

We work with Trauma-Informed Schools UK to ensure you are trained in creating settings where people feel safe, understood and are able to thrive.

We have regular visits by professionals from schools and academy chains including teachers and senior leaders; schools that support pupils with special educational needs and disabilities (SEND); and local education authorities.

Sports industry visitors include representatives from the Football Association; Lawn Tennis Association; Rugby Football Union; and Cricket East.

Our Bedford campus is a small, thriving academic community where academic staff get to know you well.

Course modules

Year 1
Teaching, learning and inclusion in PE – Develop your understanding of education, physical education, teaching and learning, and inclusion; includes small-group work experience. Developing pedagogical approaches for competition, health and adventure – Approaches to teaching competitive games, outdoor/adventurous activity and health-based physical education. Developing pedagogical approaches for aesthetic, aquatic and cooperative activities – Approaches to teaching movement-focused activities such as dance, gymnastics, athletics and swimming. Teaching accredited courses in PE – Study areas crucial to PE examination criteria including anatomy, biomechanics, motor learning, psychology and social justice.

Year 2
Mastering pedagogical approaches for competition, health and adventure – Learn to teach competitive games, outdoor/adventurous activities and health-based physical education to a high standard. Mastering pedagogical approaches for aesthetic, aquatic and cooperative activities – Learn to excel at teaching movement-focused activities such as dance, gymnastics, athletics and swimming. Teacher’s wider professional responsibilities – The various roles a teacher undertakes, including pastoral care and PSHEE, and the importance of being a reflective, research-informed professional. Supporting teaching and learning in schools – Using various teaching strategies, build on your ability to plan and progress pupil learning, observe movement and give feedback.

Year 3
Promoting physical activity, health and wellbeing in schools – Explore your role and responsibilities as a PE teacher in these important areas. Contemporary perspectives in PE – The importance of considering different social and cultural backgrounds so PE classes can be safe, fair, fun and productive. The PE teacher as researcher – Develop your skills in sourcing research with a specific focus, interpreting data and applying insights, in preparation for your dissertation. Working in education – An extended, secondary-school placement where you support teaching and learning across a range of activities. Dissertation project – Research, plan and produce a project where you reflect critically on an area of interest or concern, with the aim of developing your own teaching practice.

Every effort is made to ensure this information is accurate at the point of publication on the UCAS website. For the most up-to-date information, please refer to our website.

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 PE teacher and predominantly includes essays, reflective writing, reports, presentations and portfolios. During your placements you will be assessed directly against the Cumulative Evidence Record, a tracking document that charts your progress against the expectations of the course at different points. At the end of the course you will be assessed against the Teachers’ Standards in order to meet the requirements for the recommendation of qualified teacher status (QTS). 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). 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. 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.

Professionally accredited courses provide industry-wide recognition of the quality of your qualification.

• National College for Teaching and Leadership

To work as a teacher at a state school in England or Wales, you will need to achieve qualified teacher status (QTS). This is offered on this course for the following level:

• Has qualified teacher status