Undergraduate Course: Physical Education PE3A Curriculum (EDUA10075)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 10 (Year 3 Undergraduate)
||Availability||Not available to visiting students
|Summary||Physical Education PE3A Curriculum considers how the activities of physical education can be prepared for and enacted to promote pupil achievement and attainment in National Qualifications. The course will draw on the students' recent experiences of secondary placement to promote informed judgements on the role of the teacher in developing courses in physical education within the broader context of educational change. The introduction of Curriculum for Excellence (CfE) has led to National Qualifications in physical education, the course critically analyses these developments focusing on issues of curriculum design, pedagogical practice and assessment approaches. Engagement with research literature examining the development of previous qualifications in physical education provides an important historical context for the analysis of recent courses. Informed by contemporary research and policy the course seeks to develop a critical appreciation of how teachers approach the development of courses in the senior phase, with a specific focus on approaches to planning, teaching and assessment.
The 20-credit course will review the development of HSPE, considering the influences of discourses about attainment and achievement that had a significant impact on teachers' pedagogical practice and learners experiences on the course. Students will be required to consider the wider contexts of pupil achievement and attainment in physical education and to examine the range of certificated courses being introduced as part of developments in CfE. Informed by national and international research students can develop an informed critical view of the transition to the revised qualifications aligned with the principles of CfE. The course considers challenges teachers face in designing courses and seeks to develop students' appreciation of productive pedagogies that may enable integrated teaching and learning approaches in National Qualifications. Students will engage in a series of practical activities designed to illustrate appropriate curriculum practice in new National Qualifications, with particular emphasis on links between teaching, learning and assessment.
Course Delivery Information
|Academic year 2014/15, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Lecture Hours 8,
Seminar/Tutorial Hours 8,
Supervised Practical/Workshop/Studio Hours 28,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|No Exam Information
On completion of this course, the student will be able to:
- Articulate a critical appreciation the curriculum design characteristics of National Qualifications and assess their implications for pupils attainment and achievements in a selected range of physical activities (summative)
- Present considered, informed, evidence based reflective accounts of the way physical education has evolved as a consequence of certification (summative)
- Analyse and evaluate the role that formative assessment approaches may play in the development of authentic learning experiences for learners in National Qualifications (summative)
- Demonstrate how to plan, teach and assess a selection of physical activities relevant to current curriculum demands in National Qualifications (summative and formative)
- Critique their professional practice both in the context of placement demands and in their ability to create learning contexts for National Qualifications (formative)
|Brewer, B. (2013) Physical Education and Sport (in) Scottish Education edited by Bryce, T.G.K. et al., University of Edinburgh Press|
Green, K. (2005) Examinations: A 'New Orthodoxy' in Physical Education? (in) Physical Education, Essential Issues edited by Green, K and Hardman, K, Chapter 9 Sage
Hay, P. J. (2003) Assessment for learning in physical education, In The Handbook of physical education, Kirk, D., Macdonald, D., and O┐Sullivan, M. (eds.), London, Sage, pp. 312-325.
Kelly, A. V. (2009) The Curriculum and the Study of the Curriculum, In The Curriculum Theory and Practice, 6th ed, London, Sage.
MacPhail, A. (2007) Teachers' views on the construction, management and delivery of an externally prescribed physical education curriculum: Higher Grade Physical Education., Physical Education and Sport Pedagogy vol 12, No1 pp43-60
Scottish Qualifications Authority (various from 2012) National Awards Arrangements documentation available on line at www.sqa.org.uk
Thorburn, M. and Collins, D. (2003) Integrated curriculum models and their effects on teachers pedagogy practices European Physical Education Review 9 (2) 187-211
Thorburn, M. and Collins, D. (2006) The effects of an integrated curriculum model on student learning and attainment European Physical Education Review 12 (1) 31-50
|Graduate Attributes and Skills
|Additional Class Delivery Information
||Classes take place on Thursday and Friday in semester 2. The full detail of the arrangements for the course is available in Course Booklet.
|Keywords||Physical Education, Curriculum
|Course organiser||Mr Andrew Horrell
Tel: (0131 6)51 6649
|Course secretary||Ms Norma Turnbull
Tel: (0131 6)51 6210
© Copyright 2014 The University of Edinburgh - 12 January 2015 3:49 am