Supporting Survivors of Sexual Violence and Abuse Conference 2026
CCE1 - City Campus East 1
-
International
Ideally situated in the 5th best student city in the UK (QS Best Student Cities 2026), Northumbria University is a UK Top 40 University (Complete University Guide 2026) with a diverse community of 34,500 students from over 140 countries.
View our Global FootprintBusiness
Northumbria University is proud to offer a range of Professional, Statutory and Regulatory Body (PSRB) approved & accredited courses and programmes. Explore our list of courses and programmes under our Education and Training page.
More on our Business ServicesResearch
Northumbria is a research-rich, business-focused, professional university with a global reputation for academic quality. We conduct ground-breaking research that is responsive to the science & technology, health & well being, economic and social and arts & cultural needs for the communities
Discover more about our ResearchAlumni
Northumbria University is renowned for the calibre of its business-ready graduates. Our alumni network has over 253,000 graduates based in 178 countries worldwide in a range of sectors, our alumni are making a real impact on the world.
Our AlumniShaun is a Graduate Tutor in the Department of Sport, Exercise and Rehabilitation. He is also an ex PE teacher and is currently undertaking a part-time PhD. He is just about to commence his fourth year of study (as of April 2017).
Broadly, Shaun’s thesis investigates the ability of grouping in secondary school PE. Specifically his thesis examines the incidence of ability grouping in PE, why and how the practice is used in PE, and also how pupils experience the practice in the subject.
Wilkinson, S. D., Littlefair, D. & Barlow-Meade, L. (2013). What is recognised as ability in physical education? A systematic appraisal of how ability and ability differences are socially constructed within mainstream secondary school physical education. European Physical Education Review 19(2), 147-164.
Wilkinson, S. D. & Penney, D. (2014a). The effects of setting on classroom teaching and student learning in mainstream mathematics, English and science lessons: a critical review of the literature in England. Educational Review, 66(4), 411-427.
Wilkinson, S. D. & Penney, D. (2016). The involvement of external agencies in extra-curricular physical education: reinforcing or challenging gender and ability inequities? Sport, Education and Society, 21(5), 741-758.
Wilkinson, S. D., Penney. D. & Allin, L. (2016). Setting and within-class ability grouping: A survey of practices in physical education. European Physical Education Review, 22(3), 336-354.
Wilkinson, S. D. (2016). Equity and inequity amidst curriculum reform, in C. Ennis (ed.) Routledge Handbook of Physical Education Pedagogies (pp. 187-99). London: Routledge.
CCE1 - City Campus East 1
-