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 assessments:
I. A mid-course assessment task requiring a critique of department/school responses to planning for and managing aspects of National Qualifications in Physical Education (2-3000 words equivalent)
II. An end of course assessment task requiring a considered, analytical and critical review of the way physical education has been constructed as a certificated subject (3000 words equivalent)
The weighting balance is: 40% for I. 60% for II. |
| Feedback |
Feedback is an integral part of PECP3 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/
Formative Assessment Opportunities
The University of Edinburgh is committed to providing at least one feedback or feed-forward opportunity as part of every course, with feedback provided within 15 working days or in time to be useful for the next piece of assessed work, whichever is the sooner. In PECP3 we plan to exceed the minimum stated commitment by offering the following opportunities to all students:
1) Seminars
In these seminars, your tutor and other students will help clarify any misunderstandings, and work on applying theoretical ideas to practical examples. Such discussions are very important opportunities for feedback. There will be a feedback task and feedforward prior to the first assignment.
2) Practical Workshops
During the practical sessions there will be opportunities for peer teaching. In these episodes your will plan and teach short episodes with the intention of exemplifying how National 5 or Higher
Physical Education might be taught in a way that integrates knowledge and understanding with practical experiential learning approaches. Your tutors will review your planning, teaching and the way that you provide feedback to your peers.
3) Formative Writing Task
Students will be asked to engage in a formative task which the Student Staff Liaison Committee will determine, more information will be available via LEARN. Whatever the final form the task
takes it will be commented on by their respective tutors (see information available on course assessment folder on Learn). The feedback provided by tutors will act as a feed-forward activity
which will help you develop the skills and knowledge needed for the second assignment. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Use contemporary literature in the areas of curriculum, pedagogy and assessment to inform their critique of National Qualifications
- Articulate a critical appreciation of the curriculum design characteristics of National Qualifications and assess their implications for pupils' attainment and achievements in a selected range of physical activities
- Present considered, informed, evidence based reflective accounts of the way physical education has evolved as a consequence of certification
- Analyse pedagogical practices and evaluate their potential for creating authentic learning experiences in National Qualifications
- Demonstrate how to plan, teach and assess a selection of physical activities relevant to current curriculum demands in National Qualifications
|
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 |
This course addresses 11 of the University of Edinburgh Graduate Attributes, the statements on the framework have been edited to reflect the programme aims of the MA (Hons) Physical Education degree.
Graduate Attributes : Research and Enquiry
* search for, access, critically analyse, evaluate and synthesise relevant literature and information in order to develop their knowledge and understanding relating to education, physical education, physical activity, sport and well-being
* critically question current physical education knowledge and policy and how these elements relate to wider issues within society nationally and globally (e.g., environmental, health and sustainability issues)
* recognise the importance of reflecting on the learning experience.
Graduate Attributes: Personal and intellectual autonomy
* be independent learners who take responsibility for their own learning, and are committed to continuous reflections, self- evaluation and self-improvement
* be able to exercise substantial autonomy and initiative in academic activities, including decision making on the basis of independent thought
* be able to reflect on social and ethical responsibilities linked to the application of their knowledge and judgements in education, physical education, physical activity, sport and well-being
Graduate Attributes: Skills and abilities in communication
* be able to engage in critical discussion demonstrating listening skills, effective use of evidence and own experience to support assertions, and clear articulation of points.
* be able to seek and value open feedback to inform genuine self- awareness
Graduate Attributes: Personal effectiveness
* have the confidence to make informed decisions relating to problems and issues in physical education.
* be able to transfer knowledge, skills and abilities to a professional context (e.g., schools, health promotion organisations)
* be able to effectively work collaboratively with others, recognising the diversity of contributions individuals can make
|
| Keywords | Not entered |
Contacts
| Course organiser | Dr Andrew Horrell
Tel: (0131 6)51 6649
Email: |
Course secretary | Ms Norma Turnbull
Tel: (0131 6)51 6210
Email: |
|
|
University Homepage