ST5F01 - Physical Education (2019/20)
|Module specification||Module approved to run in 2019/20|
|Module title||Physical Education|
|Module level||Intermediate (05)|
|Credit rating for module||30|
|School||School of Human Sciences|
|Total study hours||300|
|Running in 2019/20(Please note that module timeslots are subject to change)||No instances running in the year|
This module is an introduction to the fundamental legislation requirements for teaching Physical Education (PE) in schools. Students will be introduced to the planning, preparation and assessment requirements for teaching PE in schools in order to provide a safe and purposeful learning environment. Relevant pedagogical literature and research aims to enhance understanding of effective teaching and learning strategies in PE lessons.
To develop knowledge and understanding of key legislation and documentation relating to teaching and learning in PE, drawing on academic literature, theory and practice. To investigate a range of research relating to strategies for managing, organising and evaluating physical education lessons. Promote effective pedagogical learning including planning for a range of abilities and theories associated with effective teaching skills. Develop an awareness of theories related to effective teaching skills, such as questioning, demonstrating, explaining and giving feedback to pupils. Recognise the statutory frameworks relating to PE teachers’ responsibilities in schools.
PENC and assessment framework. Teaching statutory framework; Child protection/safeguarding; Policy and practice in schools.
Lesson planning to include: Intended Learning Outcomes (ILOs) against PENC assessment framework; specific learning activities; differentiation strategies for working towards (WT)/achieving (ACH)/working beyond students (WB); learning points: organisation; teaching styles and strategies
Scheme of work to include: range of content; language for learning; equipment; PENC assessment framework; general learning activities; teaching styles and strategies
Measuring overall student success against ILOs; measuring student success against differentiated task outcomes: strengths and areas for improvement
Teaching styles and strategies:
Games for Understanding; whole part whole; cognitive, associative and autonomous styles of learning; Scheme theory; differentiation in PE for Space, time, equipment and People (STEP) acronym.
Learning and teaching
The first semester is devoted to the underpinning of the PE national curriculum and assessment framework in relation to creating a scheme of work. The second semester will focus on legislation, statutory professional requirements and lesson planning, preparation and evaluation. The material is delivered by a combination of scheduled teaching and guided independent study. Teaching will comprise of a lecture programme and practical sessions. Guided independent study is supported by relevant material on Moodle. Students are encouraged to reflect on their learning throughout the module and during independent study weeks.
- Demonstrate knowledge and understanding in the application of the Physical Education National Curriculum (PENC) through the role of a PE teacher.
- Consider and apply PE teacher professional statutory requirements for the provision of a safe and effective learning environment.
- Understand the importance of planning, preparation as part of a teacher’s professional responsibilities.
- Demonstrate planning skills so that learning outcomes provide effective criteria to assess both whole class and individual pupil learning.
- Reflect and record evidence of pupil learning using appropriate assessment systems that analyse student progress.
- Discuss and critique a range of current theories on preferred learning and teaching styles/strategies in schools, specifically in PE.
Achievement of the learning outcomes is assessed through an unseen exam (40%) and coursework (60%). An unseen exam will assess knowledge of key legislation, policy and the physical education national curriculum via a variety short answers questions (Learning outcomes 1 and 2 part). Two separate assignments will consist of the following: Assignment one: a 6 week scheme of work incorporating PE national curriculum assessment, statutory teaching standards and legislation requirements (2000 words: Learning outcomes 1 part, 2, 3 part, 6 part). Assignment two: a lesson plan incorporating PE national curriculum assessment strands, differentiation and varying teaching styles/strategies (1,500 words: Learning outcomes 1 part, 3 part, 4, 6 part).
Capel, S., and Breckon, P. (2013). A Practical Guide to Teaching Physical Education in the Secondary School. London: Routledge.
Butler, J and Griffin, L (2010). More Teaching Games for Understanding. Human Kinetics, England.
Schmidt, R and Wrisberg, C (1999). Motor Learning and Performance. Human Kinetics. Leeds, England.
Sharp, R (1992). Acquiring Skill in Sport. Sports Dynamics. Eastbourne Supplementary
Whitlam (2012.) Safe Practice in Physical Education and School Sport. Leeds: Coachwise.
Bailey et al. (2009). The educational benefits claimed for PE and school sport. Research Papers
in Education. 24 (1), pp.1-27.
James and Pollard (2011). TLRP Ten Principles for Effective Pedagogy, Research Papers in Education, 26 (3), pp.275-328.
‘Education, The Law and You’ available at: http://www.teachers.org.uk/node/11934
Read the AfPE Manifesto for PE on their webpage: