THE UNIVERSITY of EDINBURGH

DEGREE REGULATIONS & PROGRAMMES OF STUDY 2017/2018

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DRPS : Course Catalogue : Moray House School of Education : Education

Postgraduate Course: Developing Physical Education in The Early Years (EDUA11191)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityNot available to visiting students
SCQF Credits20 ECTS Credits10
SummaryThis course will focus on developing teacher's knowledge and understanding of the preschool and early primary physical education curriculum. The course will be set within a developmental framework and will consider contemporary initiatives that support the complexity of the learning process within the respective age groupings. The course will also consider teachers' pedagogy and support skills, paying particular attention to developmentally appropriate practices.
Course description The course will focus on contemporary issues in early years physical education curriculum and pedagogy. It will focus on a range of interrelated topics that include contemporary preschool physical education programmes; the early years core learning framework; early years applications including games, dance and gymnastic activities; physically active lifestyles in early childhood; contemporary thinking in physical education pedagogy; developmentally appropriate practices, including play and cross curricular and cross sector developments in the early years
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2017/18, Not available to visiting students (SS1) Quota:  None
Course Start Flexible
Course Start Date 07/08/2017
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Lecture Hours 6, Seminar/Tutorial Hours 20, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 170 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) This course will be assessed by a 4000 word or equivalent assignment. The assignment will require course members to discuss and evaluate the role of contemporary physical education curricula within the specific age group and also to plan, deliver and critically evaluate a developmentally appropriate programme within their school.
Feedback Students will be offered a range of face-to-face and online support mechanisms throughout the course, particularly in planing phase of their assignment.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Demonstrate a critical awareness of the key principles underpinning lifelong learning in physical education, with particular reference to the 3-8 age range. - Develop a detailed and critical understanding of traditional and contemporary developments within physical education in the pre-school and early years of primary schooling. - Extend their understanding and skills of developmentally appropriate practices in delivering the 3-8 physical education curriculum - Enhance their capacity to support, work collaboratively with and influence professional colleagues within the 3-8 school context - Apply contemporary theories of learning and teaching in physical education through the planning, delivery and critical evaluation of a developmentally appropriate 3-8 physical education programme - Demonstrate some originality in dealing with professional issues in the primary school context
  2. Develop a detailed and critical understanding of contemporary developments within physical education in the preschool and early years of primary schooling.
  3. Extend their understanding and skills of developmentally appropriate practices in delivering the 3-8 physical education curriculum
  4. Enhance their capacity to support, work collaboratively with and influence professional colleagues within the 3-8 school context
  5. Demonstrate some originality in dealing with professional issues in the early years context
Reading List
Bailey, R. P., Armour, K., Kirk, D., Jess, M., Pickup, I. & Sandford, R., (2009) The Educational Benefits Claimed for Physical Education and School Sport: an Academic Review. Research Papers in Education, 24/1, 1-27.

Griggs, G., (2012) An introduction to primary physical education: London,: Routledge

Haywood, K. & Getchell, N., (2011) Life Span Motor development, (5th Edition), Human

Jess, M., Keay, J., & Carse, N., (2014): Primary physical education: a complex learning journey for children and teachers, Sport, Education and Society,

Jess, M., & McIntyre, J., (2009), Developmentally Appropriate Physical Education in the Early Years, Nursery World,

HMIe (2001), Improving Physical Education in Primary Schools, Edinburgh, HMSO

Metzler, M. (2011) Instructional Models for Physical Education, Holcomb Hathaway

Ovens, A., Hopper, T., & Butler, J., (2012), Complexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research, London, Routledge

Pickup, I & Price,L, (2008) Teaching Physical Education in the Primary School: A Developmental Approach, London, Continuum

Scottish Government, (2009), Curriculum for Excellence: experiences and outcomes, online at http://www.ltscotland.org.uk/curriculumforexcellence/experiencesandoutcomes/index.asp (accessed 2 June 2011).
Additional Information
Graduate Attributes and Skills Not entered
KeywordsNot entered
Contacts
Course organiserMr Mike Jess
Tel: (0131) 312 6001x278
Email:
Course secretaryMs Marie Hamilton
Tel: (0131 6)51 6678
Email:
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