Postgraduate Course: Developing Physical Education in the Upper Primary and Early Secondary Years (EDUA11192)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course will focus on developing teacher's knowledge and understanding of the upper primary and early secondary physical education curriculum. The course will be set within a lifelong developmental framework and will consider contemporary developments within the respective age groupings across the primary secondary transition. The course will also consider teachers' pedagogy and support skills, paying particular attention to developmentally appropriate practices.
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| Course description |
Connecting with, and building upon, the content from the Early Years Course, this course will focus on the more complex physical education learning experiences appropriate for the older children in this age group. The course will focus on the upper primary/early secondary (UPES) physical education years from a lifelong learning perspective and include the following: . core physical education learning; learning applications to include more complex games, gymnastics, dance and other physical activities; authentic applications that include sport and dance education; physically active lifestyles in the upper primary and early secondary years; extending teachers' pedagogical repertoire and the role of cross curricular/cross sectors in the upper primary and early secondary years
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2015/16, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Flexible |
| Course Start Date |
03/08/2015 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 6,
Seminar/Tutorial Hours 20,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
170 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
This course will be assessed by a 4000 word or equivalent assignment. The assignment will require course members to discuss and evaluate the role of contemporary physical education curricula within the upper primary and early secondary school. They will also plan, deliver and critically evaluate a developmentally appropriate programme which has involved collaboration with colleagues in the school and/or cluster setting. |
| Feedback |
Students will be offered a range of face-to-face and online support mechanisms throughout the course, particularly in planing phase of their assignment. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate a critical awareness of the key principles underpinning lifelong learning in physical education, with particular reference to the 9-14 age range. - Develop a detailed and critical understanding of traditional and contemporary developments within physical education in the upper primary and early years of secondary schooling. - Extend their understanding and skills of assessment in aspects of physical education in the 9-14 age range - Enhance their capacity to support, work collaboratively with and influence professional colleagues within the 9-14 school context, including the transitional period across the primary/secondary transition - Apply contemporary theories of learning and teaching in physical education through the planning, delivery and critical evaluation of a developmentally appropriate 9-14 physical education programme - Practise in ways that show a clear awareness of their own and others' professional roles and responsibilities
- Develop a detailed and critical understanding of contemporary developments within physical education curriculum, pedagogy and assessment in the upper primary and early years of secondary schooling.
- nhance their capacity to support, work collaboratively with and influence professional colleagues within the 9-14 school context, including the transitional period across the primary/secondary transition
- pply contemporary theories of learning and teaching in physical education through the planning, delivery and critical evaluation of a developmentally appropriate 9-14 physical education programme
- Practise in ways that show a clear awareness of their own and others' professional roles and responsibilities
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Reading List
Armour, K (2010) Sport Pedagogy An Introduction for Teaching and Coaching: London, Routledge
Bailey, R. P., Armour, K., Kirk, D., Jess, M., Pickup, I. & Sandford, R., (2009) The Educational Benefits Claimed for Physical Education and School Sport: an Academic Review. Research Papers in Education, 24/1, 1-27.
Griggs, G., (2012) An introduction to primary physical education: London,: Routledge
Haywood, K. & Getchell, N., (2009) Life Span Motor development, (5th Edition), Human
Jess, M., Keay, J., & Carse, N., (2014): Primary physical education: a complex learning journey for children and teachers, Sport, Education and Society,
Kirk D (2005) Physical education, youth sport and lifelong participation: The importance of early
learning experiences. European Physical Education Review 11/3: 239¿255.
HMIe (2001), Improving Physical Education in Primary Schools, Edinburgh, HMSO
Metzler, M. (2011) Instructional Models for Physical Education, Holcomb Hathaway
Ovens, A., Hopper, T., & Butler, J., (2012), Complexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research, London, Routledge
Pickup, I & Price,L, (2008) Teaching Physical Education in the Primary School: A Developmental Approach, London, Continuum
Siedentop, d (1995), Sport Education, Champaign, Ill, Human Kinetics |
Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Mr Mike Jess
Tel: (0131) 312 6001x278
Email: Mike.Jess@ed.ac.uk |
Course secretary | Ms Marie Hamilton
Tel: (0131 6)51 6678
Email: marie.hamilton@ed.ac.uk |
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