Undergraduate Course: Physical Education Curriculum and Pedagogy 2: The Early Secondary Years (EDUA08104)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 8 (Year 2 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | This course supports students' knowledge and understanding of physical education in the early years of secondary schooling. The course extends the study of curriculum, pedagogy and professional learning discourses introduced in PECP1 through an on-going investigation of contemporary professional, policy, academic and research literature. With a focus on recent policy developments, the course examines traditional and contemporary approaches to physical education curriculum and pedagogy across the early years of secondary schooling in Scotland. In addition, the course supports students' on-going self- regulation of their professional learning efforts in various physical education contexts, particularly through a series of school visits and a six week school experience placement in the early secondary school setting. |
| Course description |
The main theme of PECP2 is physical education in the early secondary years (pupils aged 12-15 years). This theme will be addressed by considering the following topics:
* Theoretical, conceptual and policy issues influencing contemporary developments in 12-15 physical education, particularly in Scotland.
* Developmental influences on physical education: a particular focus on the early secondary 12-15 years.
* Curriculum design principles for physical education: a particular focus on the early secondary 12-15 years.
* A developmental physical education curriculum framework: a particular focus on the early secondary 12-15 years.
* Contemporary pedagogy, interdisciplinary and cross sector approaches to early secondary physical education.
* The role of early secondary physical education in the development of active lifestyles
* A self-regulating portfolio approach to professional learning.
* Contemporary policy developments and research findings informing curriculum, pedagogy and professional learning in physical education, particularly in the early secondary 12-15 years.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | Students must be on MA Physical Education programme UTMAHPHYED1F |
Course Delivery Information
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| Academic year 2019/20, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Lecture Hours 17,
Seminar/Tutorial Hours 17,
Supervised Practical/Workshop/Studio Hours 66,
Programme Level Learning and Teaching Hours 8,
Placement Study Abroad Hours 85,
Directed Learning and Independent Learning Hours
207 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Summative Task 1: Part A - Teaching Styles Presentation (10%)
Summative Task 1: Part B - Pedagogy Essay (40%)
Summative Task 2: Part A - Expressive Arts Curriculum Presentation (10%)
Summative Task 2: Part B - Curriculum Essay (40%)
Students will also undertake a 6 week school experience in a partner school, which will be summatively assessed against elements of the Standard for Provisional Registration. |
| Feedback |
Feedback is an integral part of the course and takes many forms. We encourage you to see learning and teaching as a partnership: we will do our best to give you helpful feedback on your work, and it is up to you to make the best use of the feedback you receive. If you find yourself unsure of how to make good use of feedback, please speak to your workshop tutor(s). You will also find a wealth of information on feedback, including information about what to expect and how to make use of it, on the University's Enhancing Feedback website, available at:
http://www.enhancingfeedback.ed.ac.uk/
There are formative assessment opportunities provided in workshops and seminars. There will be a formative task related to making a video and/or a presentation to highlight different pedagogical approaches. Individual workshop tutors will provide oral feedback and feedforward advice after the presentation. After the presentations and within 15 working days written feedback will be provided to the cohort which provides feedback and feedforward. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Articulate a knowledge and understanding of contemporary discourses influencing physical education developments in Scotland across the 3-14 age range.
- Demonstrate an understanding of key principles underpinning lifelong learning in physical education, with particular reference to the pre-school and primary years.
- Display a detailed understanding of traditional and contemporary approaches to physical education curriculum, pedagogy and professional learning, with particular reference to the preschool and primary years.
- Apply contemporary theories of child development, learning and teaching in physical education through the planning, delivery and evaluation of physical education learning experiences in primary, and possibly pre-school, school settings.
- Demonstrate via their personal professional learning portfolio an awareness of how to integrate theory, research and practice in 3-14 physical education
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Reading List
Ovens, A., Hopper, T. & Butler, J. (Eds.) (2012), Complexity Thinking in Physical Education Reframing Curriculum, Pedagogy and Research, Routledge, London
Leach, J & Moon R (2008) The Power of Pedagogy: Sage Publications
Mosston, M. & Ashworth, S. (1994). Teaching Physical Education. Macmillan
Kirk, D., Macdonald, D. & O'Sullivan, M. (Eds.) (2006) Handbook of Physical London:
Sage.
Siedentop, D. (1994), Sport Education, Champaign, Ill, Human Kinetics
Siedentop, D. & Tannehill, D. (2000) Developing Teaching Skills in Physical Education, Mayfield, California
Tinning, R. (2010), The Pedagogy of Human Movement, Routledge, London. |
Additional Information
| Graduate Attributes and Skills |
Contribution to the three overarching aims
1. Enquiry and Lifelong Learning: Successful completion of the PECP2 course will enable students to display a core knowledge base in early secondary physical education enhanced by exposure to cutting edge research and the processes of discovery and knowledge generation. This aims to stimulate a lifelong interest for knowledge and learning in education and physical education contexts and encourage a broad, innovative and independent attitude.
2. Aspiration and Personal Development: Successful completion of the PECP2 course will enable students to maximise their potential as educators by developing their teaching abilities and academic excellence through self-reflection and a willingness to take personal responsibility for pursuing career-long professional learning.
3. Outlook and Engagement: Successful completion of the PECP2 course will enable students to draw on the quality and breadth of their experience to engage effectively with the diverse teaching environments.
Links to the various skills and abilities embedded within the overarching aims:
Personal and Intellectual Autonomy: Successful completion of the PECP2 course will enable students to work independently and sustainably in relation to the following:
Develop a commitment to the role of a teacher: be a responsible and ethical practitioner
Demonstrate the capacity to plan, implement and evaluate curriculum interventions
Be able to develop the capacity to critically analyse and reflect on professional practice and contemporary policy developments
Demonstrate knowledge of the GTCS professional standards and the impact of these on the professional lives of teachers
Engage in professional development opportunities to aid ongoing professional learning
Act as an advocate for the physical education profession
Personal Effectiveness. Successful completion of the PECP2 course will enable students to understand educational change and be responsive to the school contexts in which they operate:
Analyse pertinent information about policy, schools and local communities
Evaluate information and the credibility of its sources
Utilise information for the purposes making professional judgements about policy, schools, and local communities
Recognise information literacy as a prerequisite for career-long professional learning
Communication: Successful completion of the PECP2 course will enable students to recognise and value communication as the tool for negotiating and creating new understanding, collaborating with others, and furthering their own learning:
Communicate with confidence using oral, written and visual techniques, for the purposes of future learning and professional practice
Utilise effective communication skills to ensure appropriate interaction with key stakeholders
Negotiate relations and relate to others from a diverse range of backgrounds and experiences
Collaborate with others in professional practice: the capacity to be a quality team leader and an effective team member
Research and Enquiry Successful completion of the PECP2 course will enable students to review pedagogical practices presented in the research literature. The following abilities will enable students to critique these practices in relation to the teaching and learning possibilities in early secondary physical education contexts:
Being knowledgeable about subject content matter in a wide range of physical activities
Demonstrating theoretical awareness of key teaching strategies/pedagogical models and the challenges of implementation within early secondary physical education contexts
Being able to demonstrate research-based knowledge of the pedagogies for physical education delivery in early secondary physical education
Understanding the relational nexus between individual, pupils, task, and environment and the impact on day-to-day practice in early secondary physical education
Demonstrating research-based knowledge through the use of professional judgement and critical thinking
Being able to generate new knowledge and critique the knowledge claimed by others.
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| Additional Class Delivery Information |
Lectures: 20 x 50min = 17 hours
Workshops: 20 x 50min = 17 hours (Groups of 25)
Practical Experiential Workshops: 4 x 50mins for 20 weeks = 66 (Groups of 25)
Serial Placement: time in schools is 4 half days = 10 hours
School experience: 5 week placement = 75 hours
Independent study: 218 hours
Total: 100 contact hours + 300 student non-contact hours = 400
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| Keywords | Pedagogy,Curriculum,Physical Education,Secondary Schools |
Contacts
| Course organiser | Dr Paul McMillan
Tel: (0131 6)51 4114
Email: paul.mcmillan@ed.ac.uk |
Course secretary | Miss Victoria McIntyre
Tel: (0131 6)51 6449
Email: victoria.mcintyre@ed.ac.uk |
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