ST6003 - Curriculum Development in Physical Education (2022/23)
|Module specification||Module approved to run in 2022/23|
|Module title||Curriculum Development in Physical Education|
|Module level||Honours (06)|
|Credit rating for module||30|
|School||School of Human Sciences|
|Total study hours||300|
|Running in 2022/23(Please note that module timeslots are subject to change)||No instances running in the year|
This module, entitled Curriculum Development in Physical Education, enables students to explore the sociological, political and contemporary issues related to physical education. Due to the contemporary nature of this module the specific content will change according to the changes in government and society. The module also explores the design and construction of a curriculum for Physical Education.
Prior learning requirements
The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Educations Qualifications.
This module focuses on the social, political and contemporary issue relating to Physical Education in UK schools. Students will be encouraged to explore and experience the construction of a curriculum and to consider the issues relating to implementation. The students’ ability to discuss the socio-historical context of PE will be developed.
This module aims to provide students with the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility, decision making in unpredictable situations and the desire to undertake further professional training.
Government Initiatives / Policies relating to physical activity and the PE syllabus
The National Curriculum for physical education
The future of PE in our schools
Curriculum Issues in PE
Designing a curriculum/scheme of work
School based experience (16hrs TBC)
*Due to the fluidity of the National Curriculum specific content must be flexible.
Learning and teaching
The basic structure to teaching and learning will involve a theory driven lecture supported by either a workshop or practical session. As the module progresses more time will be spent in the practical environment. The module also includes a School based experience of 16hours.
Lectures will cover the theoretical aspects of the module and promote discussion within the group to enhance learning. The workshops will offer students an opportunity to (i) prepare for assessments (ii) receive, and give, formative feedback on their and others’ coursework (iii) apply theoretical principles to physical education curriculum development and experience. The practical sessions will involve experiential learning.
Vocational skills and employability will be emphasised through problem solving tasks and the school based experience.
Blended learning: WebLearn will support all the lecture, workshops and practicals. A peer support forum will be created through weblearn.
School based learning
Self-directed learning- Students will be responsible for completing the directed reading and actively taking part in the online discussion forum and group workshops.
Students’ study responsibilities are articulated in the FLS Staff/Student Agreement which is available via the Faculty Web site.
On successful completion of this module students will be able to:
1. Evaluate the role of Physical Education in contemporary society
2. Employ social, economic and/or political theory to examine physical activity
3. Review and appraise the most recent government initiatives relating to physical activity in children
4. Demonstrate the capacity to develop and present a coherent and appropriate scheme of work for pupils in secondary physical education.
This module will be assessed at three different points through the year. A 2,000 word discursive essay (25%; LO 1, 2), a 30 minute Presentation (25%; LO 1, 3) and a final piece of coursework (2,500 words) relating to a scheme of work / programme of study developed during the school based learning (30%; LO 4). The wide range of assessment methods allows all students the opportunity to excel.
An aggregate mark of 40% or more is required to pass the module. All assessment instruments must be attempted.
There is an attendance requirement for all sessions
Ball, S. J. (2006) Education policy and social class: the selected works of Stephen J.
Ball, London: Routledge
Ball, S. (2008) The Education Debate: Policy and Politics in the 21st Century, Bristol:
Sports Coach UK and NSPCC (2006) Safeguarding and Protecting Children
Penney, D. (2001) Gender and Physical Education: Contemporary Issues and Future
Directions. London: Routledge.
British Journal of Physical Education
Physical Education and Sport Pedagogy
The British Journal of Teaching Physical Education
National Curriculum for Physical Education: Secondary
Centre for Studies on Inclusive Education
Department for Education
DfES (2003) Aiming High: raising the achievement of minority ethnic pupils, London: DfES
Association for Physical Education