Meet the Designers
Secondary courses overview
Click on the tiles to learn more about each of the subject course curriculum designers.
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FOR: Graduates, Career changers, Returners to work
QUALIFICATIONS: Qualified Teacher Status (QTS) and PGCE (60 Masters credits)
PGCE Accredited by:
University of Nottingham START DATE: August 2025
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anchor: primaryenglish
Improving education has been described as 'the holy grail of public policy' since, unique among public services, it has the ability to propel students into more fulfilling, healthier and happier lives - but only when they are the recipients of the best possible teaching. Working with the next generation of teachers is an opportunity to build on and contribute to the growing evidence base around how we provide the education our students deserve if they are to flourish.
Jon Eaton
CURRICULUM DESIGN LEAD
How Pupils Learn
Adaptive Teaching
Classroom Practices
CURRICULUM DESIGN LEAD
How Pupils Learn
Adaptive Teaching
Classroom Practices
anchor: primaryenglish
Becoming an effective History Teacher is an essential job because, in the words of philosopher George Santayana;
” Those who cannot remember the past are condemned to repeat it”
History teachers help pupils discover their heritage, gain an understanding of society, culture and political systems and learn from past successes and failures toguide their future decision making. History enables us to connect with people and events from the pastand is simply fascinating.In this course, you will learn evidence-based teaching techniques to ensure all pupils learn the lessons from the past. Alongside this you will develop ways to bring the past to life and inspireour young learners to become the next generation of historians.
” Those who cannot remember the past are condemned to repeat it”
History teachers help pupils discover their heritage, gain an understanding of society, culture and political systems and learn from past successes and failures toguide their future decision making. History enables us to connect with people and events from the pastand is simply fascinating.In this course, you will learn evidence-based teaching techniques to ensure all pupils learn the lessons from the past. Alongside this you will develop ways to bring the past to life and inspireour young learners to become the next generation of historians.
John Stanier
MENTOR CURRICULUM DESIGN LEAD
MENTOR CURRICULUM DESIGN LEAD
anchor: primaryenglish
It is a given that teachers need to develop expert subject and phase specific knowledge to be effective in the classroom. But teaching in our modern school setting requires so much more than that. Teachers are expected (amongst lots of other things) to be role models, understand the individual needs of all their students, build relationships with parents, carers and families and take control of their own career pathway and wellbeing. The Professional Behaviours strand looks at how teachers build that widercontribution in the life of a school and how withreflective practiceand mentoring, teachers can thrive in the early years of their career.
Martin Lewis
CURRICULUM DESIGN LEAD
PROFESSIONAL BEHAVIOURS
CURRICULUM DESIGN LEAD
PROFESSIONAL BEHAVIOURS
anchor: secondaryart
Secondary | Art and Design
"We have designed a course, informed by our own experiences as Art teachers and secondary PGCE course leads, that we are confident will be engaging, highly relevant and fun. Our curriculum has been devised to ensure that trainees have the necessary experience, knowledge, and understanding to be best equipped to become confident and highly skilled classroom practitioners. We will study the theory behind best practice and delve into Art and Design specific literature and pedagogy.
When planning our course, we have placed classroom practice and subject knowledge at the top of our priorities because we are acutely aware that trainees come to us from a wide range of different undergraduate courses across a myriad of disciplines. This is reflected in our planned skill sharing workshops where trainees will learn new (or refresh knowledge of) skills and techniques including painting and drawing, sculpture, textiles, print making, digital media and photography."
When planning our course, we have placed classroom practice and subject knowledge at the top of our priorities because we are acutely aware that trainees come to us from a wide range of different undergraduate courses across a myriad of disciplines. This is reflected in our planned skill sharing workshops where trainees will learn new (or refresh knowledge of) skills and techniques including painting and drawing, sculpture, textiles, print making, digital media and photography."
SAM EYRE
Subject Lead Art & Design
Subject Lead Art & Design
Our overall aim is to enable trainees to make the strongest possible start that leads to ever-deepening expertise across their career. Specifically, we want all Art and Design trainees to:
- focus on developing a profound understanding of artistic techniques, design principles, and the historical and contemporary context of art movements. Trainees will engage with both traditional and modern methodologies to cultivate their skills, ensuring they are well-equipped to inspire future generations of artists.
- study educational theories relevant to Art education, such as visual literacy or experiential learning, while simultaneously applying these theories in classroom settings through hands-on projects.
- be encouraged to engage deeply with current research in Art education, analysing studies related to pedagogy, curriculum development, and student engagement in the Arts.
- foster collaboration and share best practices. Regular workshops, peer reviews, and coaching programs will be established to ensure that trainees feel connected with their peers and mentors. Encouraging open dialogue about challenges faced in teaching Art and Design while promoting collective problem-solving strategies.
- learn how to adapt lesson plans to accommodate diverse learning needs through differentiated instruction techniques, ensuring all students have equitable access to Art education regardless of their backgrounds or abilities.
Theme 1: The Art and Design Curriculum
Theme 2: Creating a powerful environment to teach Art and Design
Theme 3: The effective teaching of Art and Design
Theme 4: Assessment and feedback in Art and Design
Theme 5: Adapting Art and Design
Theme 6: Enriching Art and Design
Theme 2: Creating a powerful environment to teach Art and Design
Theme 3: The effective teaching of Art and Design
Theme 4: Assessment and feedback in Art and Design
Theme 5: Adapting Art and Design
Theme 6: Enriching Art and Design
Throughout the Art and Design course trainees will engage with current, relevant research, including specific subject knowledge sessions where:
- there is a strong focus on the breadth of practical knowledge and skills base through workshops in drawing, painting, photography & digital art, textiles, mixed media and 3D to ensure trainees are confident in delivering these areas in the classroom.
- trainees will explore and be shown cutting edge pedagogical practice in curriculum design, networking and cultural capital delivery across the country through organisations such as the NSEAD and Devon Art Teacher’s Network.
- trainees will explore how to deliver Arts education inside and outside the classroom with visits to MAKE SouthWest, The Box, Plymouth, RAMM and The Phoenix, Exeter. They will feel secure in their knowledge of historical and contemporary practitioners and the role of the artist in today's society. This will play a crucial role in shaping their future careers in the field of creative education.
anchor: secondarymaths
Secondary | Maths
Maths is a universal language with which we can communicate ideas about the world around us as well as abstract concepts. Maths is often thought of as being just ‘numbers’ and ‘algebra’, but at its heart it is about spotting patterns, thinking logically and reasoning critically. Maths is everywhere: from money earning interest in a bank account to bees building efficient honeycombs. Mathematical knowledge underpins key concepts in numerous other subjects, including science, economics, music and art.
ANASTASIA STENNER
Subject Lead Maths
Subject Lead Maths
Our aim is to enable trainees to make the strongest possible start to their teaching career. Specifically, we want all Maths trainees to:
- develop a deep understanding of how pupils learn Mathematics, and how to inspire the next generation of mathematicians.
- explore relevant educational theories within Mathematics Education, such as the concept of relational and instrumental understanding, and actively apply insights into classroom settings.
- work closely with a strong support system of mentors and fellow trainees.
- develop strategies for adapting teaching to be inclusive to all students from a diverse range of backgrounds, including those with SEND and EAL.
Theme 1: The Mathematics Curriculum
Theme 2: Creating a powerful environment to teach Mathematics
Theme 3: The effective teaching of Mathematics
Theme 4: Assessment and feedback in Mathematics
Theme 5: Adapting Mathematics
Theme 6: Enriching Mathematics
Theme 2: Creating a powerful environment to teach Mathematics
Theme 3: The effective teaching of Mathematics
Theme 4: Assessment and feedback in Mathematics
Theme 5: Adapting Mathematics
Theme 6: Enriching Mathematics
Throughout the Mathematics course you will engage with current, relevant research, including specific subject knowledge sessions on:
- The importance of Mathematical literacy in the classroom. Why do pupils find the language inside the Mathematics classroom so challenging? What can we do to support them? How can we make etymological links within literacy more explicit?
- Maths anxiety. What is it, and why is it so prevalent? What strategies can we put into place to ensure that we help students navigate their anxiety?
- The role of Mathematics in growing cultural capital and challenging disadvantage. What does cultural capital mean in the context of Mathematics? How can we give students practical, real-life examples in Mathematics to build their cultural capital? What groups are underrepresented in Mathematics and why? What can we do about this?
- Marking and assessment in Mathematics. How do we mark in Mathematics? How can we ensure the way that we teach pupils maximises potential marks in exams?
anchor: secondaryenglish
Secondary | English
English holds a special place in the curriculum. At the cornerstone of all learning is language, so literacy skills are paramount for success in all subject areas. As such, the English language can open the door to opportunity. It is at the heart of communication worldwide and can prove vital to the success and future of all students. English provides a medium that can be used for teaching students about history, culture and critical thinking. It is a vessel for opening students’ minds, expanding their world view and developing them into responsible and autonomous learners. This special subject is the key to opening up the possibility of learning to all students.
CALLUM BAILEY
Subject Lead English
Subject Lead English
As a subject, English has the power to transform lives and is a powerful bridge between the past, present and future as it seeks to unleash the potential in all those we teach. Our overall aim is to enable trainees to make the strongest possible start that leads to ever-deepening expertise across their career. Specifically, we want all English trainees to:
- develop a deep understanding of the techniques and strategies used for teaching reading, writing, and oracy.
- study educational theories relevant to English education, including Narrative Theory, as storytelling plays a crucial role in teaching English. In addition, trainees are encouraged to explore EEF specialist research and apply these theories in classroom settings through thoughtful lesson content suggestions and delivery methods. The approach is centred around students and driven by the context at all times. Our specialist English course emphasises the latest techniques in subject teaching.
- be encouraged to engage deeply with current research in English education, analysing studies related to pedagogy, curriculum development, and student engagement in English.
- foster collaboration and share best practices. Regular supported discussion, peer reviews, and coaching programs will be established to ensure that trainees feel connected with their peers and mentors. Encouraging open dialogue about challenges faced in teaching English while promoting collective problem-solving strategies will be key.
- learn how to adapt their lesson plans to accommodate diverse learning needs through differentiated instruction techniques, ensuring all students have equitable access to English regardless of their backgrounds or abilities.
Theme 1: The English Curriculum
Theme 2: Creating a powerful environment to teach English
Theme 3: The effective teaching of English
Theme 4: Assessment and feedback in English
Theme 5: Adapting English
Theme 6: Enriching English
Theme 2: Creating a powerful environment to teach English
Theme 3: The effective teaching of English
Theme 4: Assessment and feedback in English
Theme 5: Adapting English
Theme 6: Enriching English
Our English specialism course focuses on the very latest subject teaching research and pedagogical strategies, utilising the experience of those who are experts in the field. Throughout the English course trainees will engage with current, relevant research, including specific subject knowledge sessions where:
- Experts bring real knowledge and skills based upon classroom experience.
- we believe in a collaborative approach to training to support trainees, acknowledging the wealth of subject knowledge and creativity our trainees bring to the course and seek to further enhance this.
- we focus on the power of English to transform lives though our engaging subject sessions that see theory in practice and provide trainees with the skills and confidence they need to support the children that they teach.
- we wish to enable our trainees by exploring and adapting with them through real time practice, discussion and supported investigation of the best ways to teach English.
- we work closely together to expand our trainees’ skills set and their love of the subject. We want to see their passion transferred to those they teach and fulfil our aim of transforming lives.
anchor: secondarycomputing
Secondary | Computing
Computer Science is changing every facet of our lives and it is vital that students gain an understanding of this to enable them to make informed choices as consumers of technology but also as future decision-makers be they software developers, engineers, doctors, solicitors or entrepreneurs.
Only part of the National Curriculum since 2014, the understanding of what and how to teach Computer Science has rapidly developed over that period. Through the course we will equip you to make this vital subject come alive for students, using the best research-informed approaches, that will inspire all learners and enable them to make sense of even the most complex aspects of the subject.
Only part of the National Curriculum since 2014, the understanding of what and how to teach Computer Science has rapidly developed over that period. Through the course we will equip you to make this vital subject come alive for students, using the best research-informed approaches, that will inspire all learners and enable them to make sense of even the most complex aspects of the subject.
MICHAEL CRONK
Subject Lead Computer Science
Subject Lead Computer Science
Our overall aim is to enable trainees to make the strongest possible start that leads to ever-deepening expertise across their career. Specifically, we want all Computing trainees to:
- look at educational theories through the lens of Computing, giving trainees the opportunity to model how those theories can be applied to lessons in the subject.
- build a supportive community within the subject specialism, fostering collaboration between trainees and creating a safe environment where trainees can make mistakes, through deliberate practice, and learn from them.
- learn to design and deliver Computing lessons and series of lessons that meet the needs of pupils with additional needs or those who have English as an additional language; by focusing on approaches that address their needs, trainees will create lessons that benefit all students in the classroom.
Theme 1: The Computing Curriculum
Theme 2: Creating a powerful environment to teach Computing
Theme 3: The effective teaching of Computing
Theme 4: Assessment and feedback in Computing
Theme 5: Adapting Computing
Theme 6: Enriching Computing
Theme 2: Creating a powerful environment to teach Computing
Theme 3: The effective teaching of Computing
Theme 4: Assessment and feedback in Computing
Theme 5: Adapting Computing
Theme 6: Enriching Computing
Throughout the Computing course trainees will engage with current, relevant research, including specific subject knowledge sessions where:
- subject Knowledge sessions cover the leading theories for Computing pedagogy, such as PRIMM, Live Coding and Pair Programming. Trainees have the chance for deliberate practice in these areas with their peer group so that they can develop the confidence to deliver them in the classroom.
- the sessions bring Computing to life, showing how it can be an accessible, engaging, practical and relevant subject for pupils.
- the enrichment sessions provide trainees with the opportunity to practice conducting practical lessons, such as teaching networking concepts using Raspberry Pi computers.
- the sessions demonstrate how vital a good Computing education is for tackling disadvantage and giving all pupils the opportunity to succeed in society and in their future education and careers.
anchor: secondarygeography
Secondary | Geography
Geographers are able to understand the world as it changes around them – it’s arguably the most important subject on any school curriculum! The SWIFT Geography course explores Physical and Human Geography, making important connections between the society and the natural world. There is focus on detailed and up-to-date subject knowledge, specific pedagogical approaches and an understanding of common Geographical misconceptions. Geography takes skills that are learnt in other subject such as Maths and Science and applies them to situations ranging from the local area to global challenges.
LIZZIE TREGLOWN RYAN
Subject Lead Geography
Subject Lead Geography
Our overall aim is to enable trainees to make the strongest possible start that leads to ever-deepening expertise across their career. Specifically, we want all Geography trainees to:
- engage with a wide range of teaching resources, examples and strategies ensuring they are well-equipped to inspire future generations of Geographers.
- study educational theories relevant to Geographical education while simultaneously applying these theories in classroom settings through Geographical case studies and examples.
- be encouraged to engage deeply with current research in Geographical education, analysing studies related to pedagogy, curriculum development, and student engagement in Geography.
- foster collaboration and share best practices. Regular groupwork, peer reviews, and coaching programs will be established to ensure that trainees feel connected with their peers and mentors. Encouraging open dialogue about challenges faced in teaching Geography while promoting collective problem-solving strategies.
- learn how to adapt their lesson plans to accommodate diverse learning needs through differentiated instruction techniques, ensuring all students have equitable access to Geographical education regardless of their backgrounds or abilities.
Theme 1: The Geography Curriculum
Theme 2: Creating a powerful environment to teach Geography
Theme 3: The effective teaching of Geography
Theme 4: Assessment and feedback in Geography
Theme 5: Adapting Geography
Theme 6: Enriching Geography
Theme 2: Creating a powerful environment to teach Geography
Theme 3: The effective teaching of Geography
Theme 4: Assessment and feedback in Geography
Theme 5: Adapting Geography
Theme 6: Enriching Geography
Throughout the Geography course trainees will engage with current, relevant research, including specific subject knowledge sessions where:
- there is a strong focus on collaboration, between trainees, mentors and expert facilitators ensuing up to date research, Geographical content and teaching pedagogy is at the forefront of the course.
- Geographers will explore examples and teaching across the breadth of Geography – including specialist input about Natural Hazards from a ShelterBox Response Team Member, expert Weather and Climate guidance from the Met Office, a fieldwork planning workshop and local fieldtrip plus much more.
- subject sessions focus heavily on Geographical case studies and trainees get to experience their love of Geography while also building their subject knowledge and confidence in the classroom.
- subject sessions draw on the vast range of educational research and expert mentors use their wealth of experience to ensure all educational theories are put into practise in the classroom.
anchor: secondaryhistory
Secondary | History
Becoming an effective History Teacher is an essential job because, in the words of philosopher George Santayana;
"Those who cannot remember the past are condemned to repeat it."
History teachers help pupils discover their heritage, gain an understanding of society, culture and political systems and learn from past successes and failures to guide their future decision making. History enables us to connect with people and events from the past and is simply fascinating. In this course, you will learn evidence-based teaching techniques to ensure all pupils learn the lessons from the past. Alongside this you will develop ways to bring the past to life and inspire our young learners to become the next generation of historians.
"Those who cannot remember the past are condemned to repeat it."
History teachers help pupils discover their heritage, gain an understanding of society, culture and political systems and learn from past successes and failures to guide their future decision making. History enables us to connect with people and events from the past and is simply fascinating. In this course, you will learn evidence-based teaching techniques to ensure all pupils learn the lessons from the past. Alongside this you will develop ways to bring the past to life and inspire our young learners to become the next generation of historians.
JOHN STANIER
Subject Lead History
Subject Lead History
The Swift Teacher Training History course aims to develop inspirational history teachers who will bring the past to life for the next generation in Devon and beyond. We will achieve this by:
- developing a high level of expertise in the areas of History taught in secondary schools.
- exploring evidence-based strategies to make History lessons memorable.
- researching educational theory about approaches to the teaching of History.
- being part of the network of History teachers in schools across Devon.
- learning how to adapt the teaching of History to help pupils overcome their barriers to learning.
Theme 1: The History Curriculum
Theme 2: Creating a powerful environment to teach History
Theme 3: The effective teaching of History
Theme 4: Assessment and feedback in History
Theme 5: Adapting History
Theme 6: Enriching History
Theme 2: Creating a powerful environment to teach History
Theme 3: The effective teaching of History
Theme 4: Assessment and feedback in History
Theme 5: Adapting History
Theme 6: Enriching History
There are many benefits to training to teach History with SWIFT:
- We have a network of experienced expert History teachers to support you on your journey.
- The curriculum draws on the latest educational and historical research.
- The course has many opportunities to deliberately practice teaching History in schools and with peers.
- History training sessions are engaging, highly interactive and provide many examples of ideas for memorable lessons.
- We draw on Devon’s rich history to bring our sessions to life.
anchor: secondaryMFL
Secondary | Modern Languages
My desire to teach stemmed from my experience of fostering a girl in my early twenties. It made me realise just how many young people drift into a life they haven't chosen simply because there is no one to ensure that they don’t. Further to this, I believe that many subjects, languages included, are still seen as the preserve of just the capable, motivated few.
“Learning another language is not only learning different words for the same things,but learning another way to think about things.” Flora Lewis
I am a lover of quotes and this one in particular sums up why I believe that, given the right environment, every pupil can and should learn a language.
“Learning another language is not only learning different words for the same things,but learning another way to think about things.” Flora Lewis
I am a lover of quotes and this one in particular sums up why I believe that, given the right environment, every pupil can and should learn a language.
KRISTEN MOUNCE
Subject Lead Languages
Subject Lead Languages
Our overall aim is to enable trainees to make the strongest possible start that leads to ever-deepening expertise across their career. Specifically, we want all MFL trainees to:
- focus on developing a deep understanding of MFL teaching, building on their own experience as linguists.
- study educational theories, methodologies and current research relating to pedagogy, curriculum development, and student engagement in MFL; simultaneously applying these theories in classroom settings so that they are well-equipped to inspire future generations of linguists.
- foster collaboration through regular group sessions and coaching programs that create a supportive community which encourages discussion of, and solutions to the challenges inherent in teaching MFL.
- learn how to adapt their lesson plans to accommodate diverse learning needs, ensuring all students have equitable access to MFL education regardless of their backgrounds or abilities.
Theme 1: The MFL Curriculum
Theme 2: Creating a powerful environment to teach MFL
Theme 3: The effective teaching of MFL
Theme 4: Assessment and feedback in MFL
Theme 5: Adapting MFL
Theme 6: Enriching MFL
Theme 2: Creating a powerful environment to teach MFL
Theme 3: The effective teaching of MFL
Theme 4: Assessment and feedback in MFL
Theme 5: Adapting MFL
Theme 6: Enriching MFL
Throughout the MFL course trainees will engage with current, relevant research, including specific subject knowledge sessions where:
- trainees will feel part of a supportive community consisting of peers, mentors and expert facilitators with a diverse range of backgrounds and experiences to share.
- deliberate practice, combined with the opportunity to put theory into practice, under the guidance of expert facilitators and mentors, results in trainees feeling confident in the classroom.
- subject sessions are rooted in research and focus on recent developments in pedagogy, such as Extensive Processing Instruction (E.P.I.) which have led to the most significant shift in the teaching of MFL in decades.
- subject facilitators use their experience to ensure that sessions equip trainees with the knowledge, skills and understanding they need to overcome challenges and provide all pupils with the opportunity to, not only, learn another language but also to develop intercultural competence and a deeper understanding of their place in the world.
anchor: secondaryMusic
Secondary | Music
Music is an expressive tool that creates communities and builds foundations of common ground. The power of Music is like no other and helps us to express our emotion whilst also feeling a sense of identity. It allows us to share experiences and aspire to expertise. If you would love to inspire the next generation to feel the same, then this course is for you. You will develop your musical subject knowledge and skills alongside evidence-based pedagogical approaches to help shape and mould our future society in and out of the classroom. Challenging our preconceptions of Music and exploring how the diverse nature of the subject can come together to create common footing, will help those around us grow.
NICKY HANSFORD
Subject Lead Music
Subject Lead Music
Our overall aim is to enable trainees to make the strongest possible start that leads to ever-deepening expertise across their career. Specifically, we want all Music trainees to:
- focus on developing a profound understanding of musical elements, musical strands, and the historical context of music in developing expertise in musical genres and styles. Trainees will engage with both traditional and modern notational skills and aural practice to cultivate their skills, ensuring they are well-equipped to inspire future generations of musicians.
- study educational theories relevant to Music education, such as enquiry led, direct instruction and rote learning, while simultaneously applying these theories in classroom settings through practical projects.
- be encouraged to engage deeply with current research in Music education, analysing studies related to pedagogy, curriculum development, and student engagement in the Arts.
- foster collaboration and share best practices. Regular workshops, peer reviews, and coaching programs will be established to ensure that trainees feel connected with their peers and mentors. Encouraging open dialogue about challenges faced in teaching Music while promoting collective problem-solving strategies.
- learn how to adapt their lesson plans to accommodate diverse learning needs through differentiated instruction techniques, ensuring all students have equitable access to Music education regardless of their backgrounds or abilities.
Theme 1: The Music Curriculum
Theme 2: Creating a powerful environment to teach Music
Theme 3: The effective teaching of Music
Theme 4: Assessment and feedback in Music
Theme 5: Adapting Music
Theme 6: Enriching Music
Theme 2: Creating a powerful environment to teach Music
Theme 3: The effective teaching of Music
Theme 4: Assessment and feedback in Music
Theme 5: Adapting Music
Theme 6: Enriching Music
Throughout the Music course trainees will engage with current, relevant research, including specific subject knowledge sessions where:
- trainees will enter their first placement classroom with clearly rehearsed Music teaching strategies allowing for confidence and developing success from the get-go.
- using latest research and collaborative strategies, trainees will explore different approaches to Music teaching, so all students are able to enhance their experiences and learn effectively.
- latest theories explored will be trialled and reflected on throughout the course to ensure that trainees leave the program with excellent pedagogical practices in Music ready to teach, lead and expand the quality of Music teaching in their future classrooms.
anchor: secondaryPE
Secondary | PE
Physical Education provides cognitive content and instruction designed to develop motor skills, knowledge, and behaviours for physical activity and physical fitness. Supporting students through PE daily can provide them with the ability and confidence to be physically active for a lifetime.
PE not only creates a healthier nature it develops students’ skills such as teamwork and cooperation. It helps to build self-confidence and provides opportunities for personal goal setting. Through PE we can help reduce stress and anxiety, whilst providing an outlet for creativity and self-expression. All of these benefits make PE an essential part of the educational experience for students of all ages.
Our PE PGCE will enable you to observe and practice how to transfer your passion and coaching skills to the Sports Hall or classroom and make P.E accessible to all. It will expose you to a breadth of sports whilst enhancing your core and advanced skills. Sports include Gymnastics; Rugby; Athletics; Table Tennis; Kinball; Hockey; Football; Netball; Cricket; Tennis; Basketball and Dance, as well as many more. Your timetable includes approx. 38 PE specific subject knowledge sessions distributed across the year.
The placements will offer you experience across the KS3, KS4 and KS5 pathways (when appropriate). You will have the opportunity to develop and expand your theoretical knowledge and classroom teaching with the range of academic courses provided in our placement schools such as GCSE PE and Sports Studies for KS4 students and A-Level; BTEC; Cambridge Nationals or Cambridge Technicals for KS5.
PE not only creates a healthier nature it develops students’ skills such as teamwork and cooperation. It helps to build self-confidence and provides opportunities for personal goal setting. Through PE we can help reduce stress and anxiety, whilst providing an outlet for creativity and self-expression. All of these benefits make PE an essential part of the educational experience for students of all ages.
Our PE PGCE will enable you to observe and practice how to transfer your passion and coaching skills to the Sports Hall or classroom and make P.E accessible to all. It will expose you to a breadth of sports whilst enhancing your core and advanced skills. Sports include Gymnastics; Rugby; Athletics; Table Tennis; Kinball; Hockey; Football; Netball; Cricket; Tennis; Basketball and Dance, as well as many more. Your timetable includes approx. 38 PE specific subject knowledge sessions distributed across the year.
The placements will offer you experience across the KS3, KS4 and KS5 pathways (when appropriate). You will have the opportunity to develop and expand your theoretical knowledge and classroom teaching with the range of academic courses provided in our placement schools such as GCSE PE and Sports Studies for KS4 students and A-Level; BTEC; Cambridge Nationals or Cambridge Technicals for KS5.
JAMES SACH
Subject Lead Physical Education
Subject Lead Physical Education
Our overall aim is to enable trainees to make a strong start, fostering expertise in Physical Education that deepens throughout their career. Specifically, we want all PE trainees to:
- develop advanced skills in both academic and practical physical education, supported by a foundation in PE subject knowledge and PE pedagogy.
- experience evidence-based training that integrates theory and practice, engage critically with research through the PGCE, and grow as reflective practitioners.
- belong to close-knit, supportive training communities where they can share best practices and collaboratively overcome challenges.
- explore and implement inclusive teaching approaches, ensuring pupils with SEND and EAL have equitable access to high-quality physical education.
Theme 1: The Physical Education Curriculum
Theme 2: Creating a powerful environment to teach Physical Education
Theme 3: The effective teaching of Physical Education
Theme 4: Assessment and feedback in Physical Education
Theme 5: Adapting Physical Education
Theme 6: Enriching Physical Education
Theme 2: Creating a powerful environment to teach Physical Education
Theme 3: The effective teaching of Physical Education
Theme 4: Assessment and feedback in Physical Education
Theme 5: Adapting Physical Education
Theme 6: Enriching Physical Education
Throughout the PE course trainees will engage with current, relevant research, including specific subject knowledge sessions where:
- there is a strong focus on developing the latest teaching strategies in Physical Education, ensuring trainees are equipped to deliver engaging and inclusive lessons. Trainees will participate in practical workshops covering a wide range of sports and activities which build confidence across all areas of the PE curriculum.
- trainees will draw on the latest research, linking theory to practice by exploring evidence-based pedagogical approaches. Through deliberate practice, they will refine their skills and learn how to effectively implement strategies to support diverse learners.
- dynamic and engaging subject sessions will equip trainees with hands-on experiences and practical resources, including lesson planning approaches, assessment strategies, and innovative teaching approaches. These sessions will ensure trainees are well-prepared to deliver high-quality Physical Education.
- by exploring the importance of physical literacy, health, and well-being, trainees will be equipped to foster a lifelong love of physical activity in their students and thrive as reflective and innovative PE educators.
anchor: secondaryRE