Programme structure
Through lectures, seminars, tutorials and workshops, this four-year programme provides you with the skills to teach young people how to live active lives.
Entry requirements / Programme structure
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 national Student Placement System (SPS), hosted and maintained by the General Teaching Council Scotland (GTCS), allocates all student teacher placements.Student teachers may not arrange their own placements. SPS uses an automated process to match placements.. Schools, local authorities and universities work together to complete this process.
More information about SPS and the allocations process
Moray House School of Education and Sport has established partnerships with six local authorities:
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 SPS places students closer wherever possible.
Facilities
Students on our sports-related programmes have access to excellent facilities to aid in their study and research.
Learn more about our facilities
Place2Be partnership
Teachers today are faced with a range of mental health needs in the classroom, and yet traditionally they receive very little training in this area, or support to cope with the emotional impact that the role may have on them. A unique strategic partnership between Moray House School of Education and Sport and children’s mental health charity, Place2Be, provides a unique resource to student teachers at Edinburgh. The approach is informed by Place2Be’s 25 years’ experience supporting the wellbeing of pupils, families and school staff in schools.
Building on a successful two-year pilot – this partnership continues to increase knowledge, understanding and skills around children’s mental health for student teachers and the initial teacher education programmes across Moray House as a whole. As a core element of the partnership, our dedicated Place2Be clinician will provide direct support for student teachers, via a reflective space known as ‘Place2Think’. These sessions aim to build emotional resilience and to promote the need for teacher self-care.
Through this unique partnership, we will equip teachers with the skills they need for a rewarding career and to produce mentally healthy classrooms benefitting everyone’s mental health.
Kathleen Forbes
Place2Be Clinician
