Undergraduate Course: Physical Education and Curriculum Pedagogy 3: National Awards (EDUA10180)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | PECP3 requires students to review the way certificated physical education has been constructed under the aegis of Curriculum for Excellence (CfE) as a worthwhile part of secondary school curriculum in Scotland. In doing so it invites students to engage in a considered and well grounded review of the often contested accounting of what is asserted for a pupil's school physical education. More especially it considers how the activities of physical education can be justified, prepared for and managed in the contexts of pupil achievement and attainment in certificated courses associated with National Awards produced by SQA. By drawing on students' recent experiences of secondary placement it will allow reflection on the type of curriculum imperatives established for such courses as witnessed in schools. The opportunity to anticipate the demands of National Awards in a climate of change to whole school curriculum and its assessment, along with the literature informing these developments in physical education, will be the key concerns of PECP3.
|
| Course description |
* Review and discussion of intentions, rationale and status of certificated physical
education in Scotland since its inception in 1988
* An examination of the influences impacting on certificated forms of physical education in Scotland
* Overview and accounting of major curriculum documents associated with certificated physical education
* Reviewing decision making in managing and organising National wards in Physical Education
* Examination of pedagogical practice in certificated physical education.
* Engagement in task related practical workshops in selected physical activities illustrating pedagogical practice applicable for National Awards in Physical Education
* Establishing formats for reporting on curriculum practice and in producing reflective review of pedagogy
A number of key presentations will inform the ways in which examinable curricula has been shaped by developments in curriculum governance since 1988. University staff, themselves critically engaged in the development of teacher support materials for certificated physical education (in Standard Grade, Higher Grade and Higher Still), and more latterly in the research of its practice, will lead this work. Seminar and tutorials will further engage the students in the study of key papers and reports associated with such curriculum developments in physical education. Students will be required to study independently to follow up the key presentations and to produce informed accounts of the type of programmes that can be sustained by teachers and pupils in schools. Such a process will encourage their independent preparation for the course assessments in PECP3. Practical workshops and classes will acquaint students with the content and pedagogical demands of teaching National Awards. These will be a combination of staff led and student task led sessions.
|
Course Delivery Information
|
| Academic year 2017/18, Not available to visiting students (SS1)
|
Quota: 105 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Lecture Hours 11,
Seminar/Tutorial Hours 11,
Supervised Practical/Workshop/Studio Hours 43,
Programme Level Learning and Teaching Hours 8,
Directed Learning and Independent Learning Hours
327 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Assessment for PECP3 will be by two related assignments:
I. A mid course assignment (February) based on evidence drawn jointly from the Year 3 placement experiences in Semester 1 and the reviews fostered in the first part of PECP3. The topic focus will be associated with (PE) department/school responses to planning for and managing aspects of the National Award at (primarily) Higher level (2-3000 words equivalent). School-based evidence is likely to be achieved through teacher and pupil respondents (by negotiation).
II. An end of course assignment (April) requiring a considered, analytical and critical review of the way physical education has been constructed as a certificated subject (4-5000 words equivalent)
Students will be required to pass both assessments (40% in each) The weighting balance is: 40 marks for I. 60 marks for II.
|
| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
On completion of this 40-credit course, students of PECP3 will be able to:
* Appreciate the curriculum design characteristics of National Awards along with the implications for pupils attainment and achievement through a range of physical activities
* Establish an understanding of selected physical activities relevant to current curriculum demands in National Awards and to the requirements of placement.
* Design and plan lessons and programmes appropriate for teaching certificated forms of physical education in National Awards at Higher
* Analyse and evaluate pupils motivation with respect to school-based curricula involving physical activity and consider the implications of this for curriculum and assessment design in the era of CfE
* Review their professional practice both in the context of placement demands and in the implementation of CfE (with particular regard to National Awards)
* Present considered, informed, evidence based and well resourced reflective accounts of the way physical education has evolved as a consequence of certification
|
Reading List
Armour K (ed) (2011) Sport Pedagogy ¿ an introduction for teaching and coaching., Prentice Hall
Bailey R (ed) (2010) Physical Education for Learning; a guide for secondary schools., Continuum
Brewer, B. and Sharp B (1999) Physical Education (in) Scottish Education edited by Bryce,
T.G.K. & Humes, W.M., Chapter 64 University of Edinburgh Press
Brewer, B. (2003) Physical Education and Sport (in) Scottish Education edited by Bryce,
T.G.K. & Humes, W.M., Chapter 67 University of Edinburgh Press
Brewer, B (2008) Physical Education and Sport (in) Scottish Education edited by Bryce,
T.G.K. & Humes, W.M., University of Edinburgh Press
Brewer B (2013) (in press) Physical Education and Sport (in) Scottish Education edited by Bryce, T.G.K. et al., University of Edinburgh Press
Green, K (2005) Examinations: A 'New Orthodoxy' in Physical Education? (in) Physical Education: Essential Issues edited by Green, K and Hardman, K, Chapter 9 Sage
Green, K (2008) Understanding Physical Education, Sage
Macdonald, D and Booker R (1999) Assessment Issues in a Performance-based Subject: a Case Study of Physical Education (in) Learners, Learning and Assessment edited by Murphy, P., Chapter 11 Open University
MacPhail A (2007) Teachers¿ views on the construction, management and delivery of an externally prescribed physical education curriculum: Higher Grade Physical Education., Physical Education and Sport Pedagogy vol 12, No1 pp43-60
Reid, A (1996) 'The Concept of Physical Education in Current Curriculum and Assessment Policy in Scotland', European Physical Education Review 2 (1) 7-18
Scottish Executive (2004) The Report of the Review Group on Physical Education., HMSO/Scottish Executive
Scottish Government (2008) A consultation on the next generation of national qualifications in Scotland ., Scottish Government
SOED/HMI (1995) Effective Learning and Teaching in Scottish Secondary Schools-Physical Education HMSO Edinburgh
SOED (1994) Higher Still 'Opportunity for All' HMSO Edinburgh
Scottish Qualifications Authority (2005) Physical Education-Higher Course Arrangements
Scottish Qualifications Authority Dalkeith
Scottish Qualifications Authority (various from 2012) National Awards Arrangements documentation available on line at www.sqa.org.uk
Scottish Qualifications Authority (various from 2005) Principal Examiner/Assessor Reports re Higher Still Physical Education available on line at www.sqa.org.uk
Stenhouse, L. (1975) An Introduction to Curriculum Research and Development., Heinemann
Thorburn, M. (2001) Critical Times for Critical Thinking: The teaching and assessment of knowledge and understanding in certificate physical education ¿ a Scottish Perspective., British Journal of Teaching Physical Education., 32 (3) 42-45
Thorburn, M. and Collins, D. (2003) Integrated curriculum models and their effects on teachers pedagogy practices European Physical Education Review 9 (2) 187-211
Thorburn, M. and Collins, D. (2006) The effects of an integrated curriculum model on student learning and attainment European Physical Education Review 12 (1) 31-50
Thorburn, M. and Collins, D. (2006) Accuracy and authenticity of oral and written assessments in high-stakes school examinations The Curriculum Journal vol 17, No1 pp 3-25
Thorburn, M. and Gray, S. (2010) Physical Education: picking up the baton: Dunedin
Wright, S. et al (2010) An interdisciplinary view and analysis of 'constructivism' in kinesiology Quest 62 pp202-217
Zhu. X., Ennis, C. and Chen, A. (2011) Implementation challenges for Constructivist Physical Education Curriculum, Physical Education and Sport Pedagogy, 16 (1) 83-100.
|
Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Mr Andrew Horrell
Tel: (0131 6)51 6649
Email: |
Course secretary | Ms Norma Turnbull
Tel: (0131 6)51 6210
Email: |
|
© Copyright 2017 The University of Edinburgh - 6 February 2017 7:15 pm
|
University Homepage