Programme structure: Physical Education

Teaching and assessment

Students learn through lectures, seminars, tutorials and practical workshops.

We assess work in different ways to suit learning outcomes and allow students to develop the skills they’ll need for future roles. We also expect students to maintain a professional portfolio throughout the programme and to engage in professional learning to address areas of development.

Programme aims

We aim to educate teachers who can  provide children and young people with the knowledge, motivation and skills to live active lives. PE allows young people to develop physically, morally, intellectually and socially within an educational context that values and cares for them.

The role of physical education in primary and secondary schools

PE forms part of the core curriculum and is offered as national qualifications.

It offers a range of activities within, and beyond, the curriculum. These engage children and young people in purposeful, worthwhile, fun and enriching learning experiences.

It addresses a broad range of education goals through well-planned, developmentally appropriate PE programmes.

Programme structure

Year 1

The focus extends into the early years of secondary school. Current ideas on holistic learning and adolescent development enhance students’ understanding of how to promote lifelong physical activity. Year 2 placements are in a secondary school.

Year 2

The focus extends into the early years of secondary school. Current ideas on holistic learning and adolescent development enhance students’ understanding of how to promote lifelong physical activity. Year 2 placements are in a secondary school.

Year 3

The focus is on wider educational issues, such as social justice, inclusion and national qualifications. Year 3 placements are in a secondary school.

Year 4

The focus is on the future(s) of physical education. Students develop their personal visions, including a practitioner enquiry into a selected topic, so they can shape the subject area going forward. Year 4 placements are in a secondary school.

Professional Placement

Professional Placement courses comprise Practicum Strands that address classroom knowledge and skills. This includes planning, managing, organising, assessing and evaluating pupil learning. Students will also teach classes for increasing periods of time.

School-based learning takes place in placement schools. The University does not permit students to arrange their own placements. Schools, local authorities and universities work together to complete this process. 

Moray House School of Education and Sport has established partnerships with six local authorities:

• City of Edinburgh
• East Lothian
• Fife
• Midlothian
• Scottish Borders
• West Lothian

Most placements are within these authorities. However, placement in independent schools and other local authorities across Scotland is possible.

Students do not normally have to travel more than 90 minutes each way from their term-time address for their school placement. All student teachers must be prepared to travel up to 90 minutes to their placement school, although students are placed closer wherever possible.

Facilities

Students on our sports-related programmes have access to excellent facilities to aid in their study and research.