Postgraduate Course: Developing Physical Education in The Early Years (EDUA11191)
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 preschool and early primary physical education curriculum. The course will be set within a developmental framework and will consider contemporary initiatives that support the complexity of the learning process within the respective age groupings. The course will also consider teachers' pedagogy and support skills, paying particular attention to developmentally appropriate practices.
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| Course description |
The course will focus on contemporary issues in early years physical education curriculum and pedagogy. It will focus on a range of interrelated topics that include contemporary preschool physical education programmes; the early years core learning framework; early years applications including games, dance and gymnastic activities; physically active lifestyles in early childhood; contemporary thinking in physical education pedagogy; developmentally appropriate practices, including play and cross curricular and cross sector developments in the early 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 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Flexible |
| Course Start Date |
07/08/2017 |
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 specific age group and also to plan, deliver and critically evaluate a developmentally appropriate programme within their school. |
| 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 3-8 age range. - Develop a detailed and critical understanding of traditional and contemporary developments within physical education in the pre-school and early years of primary schooling. - Extend their understanding and skills of developmentally appropriate practices in delivering the 3-8 physical education curriculum - Enhance their capacity to support, work collaboratively with and influence professional colleagues within the 3-8 school context - Apply contemporary theories of learning and teaching in physical education through the planning, delivery and critical evaluation of a developmentally appropriate 3-8 physical education programme - Demonstrate some originality in dealing with professional issues in the primary school context
- Develop a detailed and critical understanding of contemporary developments within physical education in the preschool and early years of primary schooling.
- Extend their understanding and skills of developmentally appropriate practices in delivering the 3-8 physical education curriculum
- Enhance their capacity to support, work collaboratively with and influence professional colleagues within the 3-8 school context
- Demonstrate some originality in dealing with professional issues in the early years context
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Reading List
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., (2011) 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,
Jess, M., & McIntyre, J., (2009), Developmentally Appropriate Physical Education in the Early Years, Nursery World,
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
Scottish Government, (2009), Curriculum for Excellence: experiences and outcomes, online at http://www.ltscotland.org.uk/curriculumforexcellence/experiencesandoutcomes/index.asp (accessed 2 June 2011).
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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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