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Physical Education Subject Handbook Contents Page
Introduction 1
Location of Subject Study sessions 1
Your Subject Study Co-ordinator 1
Key contact details 1
Expectations 1
Module outlines 2
Moodle 2
What will I learn? 3
Structure and content of Module 1 4
Structure and content of Module 2 12
Assessment What do I have to do? What will my assessors be looking for?
18
Summative Assessment 18
Chart showing where Subject Study assignments fit into the assessment pattern of the PGCE programme
18
Details of Assignment 1 19
Details of Assignment 3 20
Formative Assessment 21
Summary of components of formative assessment 21
Post 16 research tasks 22
Subject knowledge audit 24
Tutorials 24
Physical Education Subject Audit 25-33
Summary of subject teaching experience 34
Lesson Design and Planning 35
Who will support me? 40
How will I learn? 40
Evaluation 40
How Subject Study modules are evaluated 41-44
Resource list 45
1
Introduction Your subject study modules will run alongside your Professional Studies programme and are complementary to your School Experience. Subject study sessions for Physical Education take place at the Bishop Otter Campus in Chichester. Your Subject Study Co-ordinator is Suzie Everley. She will also be your Academic Adviser (this role is explained in the Programme Handbook) and she is your first point of contact if you are experiencing any difficulties during your PGCE. Useful contacts are:
Suzanne Everley Physical Education Co-ordinator
[email protected] 01243 816271
Maggie Boniface Course tutor [email protected] 01243 816321
Cheryl Letts Course tutor [email protected] 01243 816207
Laure Jackson Course tutor [email protected] 01243 816259
Pete Bunyan Course tutor [email protected] 01243 816317
Ian Coleman Course tutor [email protected] 01243 816319
Ray Leigh Course tutor & School of PE contact for School Experience
[email protected] 01243 816318
Ali Wakefield Course tutor [email protected] 01243 816272
Andy Wild
Course tutor
01243 816333
Melissa Mantle Course tutor [email protected] 01243 816335
Melanie Hopkins Programme Administrator
[email protected] 01243 812043
Ann Jones Learning Resources [email protected] 01243 812094
ICT Technician Student ICT Help Desk [email protected] 01243 816475
Melanie Hopkins can be found in the Programme office which is in St Michaels F2. The office is open between 8.30 am and 5.00 pm every day except on Fridays when the office closes at 4.30 pm.
Expectations
You are expected to demonstrate the professional attributes of a teacher in your approach to your subject study. You are expected to:
Attend every session
Participate actively in all sessions and in a sensitive and professional manner which is compliant with the University‟s published policies as detailed in the Programme Handbook
Use Portia regularly for communication and information
Bring your subject handbook to every session
Complete all pre and post session tasks as directed
Attend all tutorials arranged with your academic adviser
2
Be pro-active in addressing the targets set for you in conjunction with your tutor/academic adviser
Take responsibility for meeting deadlines, and submitting assignments/documentation to the correct place e.g. Programme Office)
Wear “professional” clothing (available from the university if required) during all subject study sessions: Navy blue tracksuit bottoms, white collared polo shirt, clean trainers, white socks, navy blue shorts (if necessary).
In the event of ANY absence please follow the procedures detailed in the Programme handbook.
Module outlines for your subject study modules can be found in Appendix B. of the Programme Handbook. Moodle: Information about your subject study, including this handbook, and session notes will be posted on the university's Moodle, which can be accessed from https://moodle.chi.ac.uk. You will also use the Moodle for communication with other student teachers on your subject route.
3
COURSE TITLE: Physical Education Subject Study DURATION: 110 hours, Module 1 and 2 USUAL DAY: Thursday, Friday TIMES: 9.00-12.00 pm & 1.00-4.00 pm COURSE TUTORS: Suzie Everley (Subject Co-ordinator)
What Will I Learn? The two subject study modules will address the Professional Standards for the award of Qualified Teacher Status (2007). The sharpest focus will be on Professional Attributes and Professional Knowledge and Understanding, whilst you will also be prepared to demonstrate all relevant Professional Skills during your school placements. The course is based on the understanding that theory informs practice and practice informs theory. The theoretical elements of the modules will be taught through the six National Curriculum Activity Areas. In the first module you will:
Develop your knowledge, understanding and skills in the activity areas of OAA, Gymnastics, and Games, both in terms of subject knowledge and pedagogy
Critically examine the national curriculum and review the implications of the new national curriculum 2008
In the second module you will:
Develop your knowledge, understanding and skills in the activity areas of Dance, Athletics and Swimming, both in terms of subject knowledge and pedagogy
Critically examine the progression and development of pupil learning and focus on the use of diagnostic, ipsative, formative and summative assessment as well as assessment for learning to inform practice.
Critically examine the strategies and techniques in the successful teaching of examination based PE with the opportunity to increase your awareness of post 16 examination work
Critically reflect on previous school experience examining the appropriateness of the chosen learning objectives to learning styles
Learning Outcomes for both Modules are set out in full in the Module Outlines to be found in your Programme Handbook.
4
Structure and Content Module 1
Week
Dates
Purpose of the Week: Introduction to the National Curriculum with specific reference to Key Stage 2
School / Tasks
QTS STANDARDS
ON
E
Wed 7
Sept
Thur 8
Sept
Fri 9
Sept
Key Stage 2 – BOC 9am Key Stage 2 – Practical Work Formal Introduction to the National
Curriculum – Physical Education – MM
Guideline to the course and PE
Handbook / documentation - MM /RL am - UC room 10 pm – UC room 10 Gymnastics – theory / practical -
MM Games – practical Gower preparation work 4 – 5pm
Students will: Understand the requirements of key
stage 2 Physical Education Understand the transition between key
stage 2 and 3 Have an awareness of the terminology
used within the national curriculum Have an awareness of the PE specific
handbook and the requirements of the “standards” file
Gain a sound awareness of the ideology of “inclusion” behind Gymnastics and Games at Key stage 3
Complete the initial subject audit To view the national curriculum and requirements from a key stage 2 perspective To research the types of gymnastics found in schools – are they fully “inclusive” Identify the term “games for understanding”
Q7 Q10 Q14 Q15 Q22
5
THE OAA FIELDTRIP - GOWER: Tuesday 13 September (pm) - Saturday 17 September 2011
Week
Dates
Purpose of the Week: To provide an opportunity for examining the requirements of Physical Education within
the programme of Outdoor and Adventurous Activities (OAA)
Tasks
QtT STANDAR
DS
TW
O
Tues 13
Sept pm/ Wed 14
Sept
Thur 15
Sept
Fri 16
Sept/ Sat 17
Sept am
To travel to the Gower (South Wales) Health and Safety of a campsite Procedures Surfing – context of KS 3 / 4 Climbing Orienteering Differentiation within OAA Meeting the National Curriculum
Requirements Legal considerations Review Travel – return home
Students will: Understand the aims of the National
Curriculum in terms of OAA Recognise the main contributions of OAA
to a balanced PE curriculum Write notes on key points of effective
teaching Appreciate the key place of OAA in an
effective PE curriculum To work effectively as a large and small
group – introduce elements of citizenship / spiritual development
Link what they have done over the day to the QTS standards
Recognise health and safety issues
Read the national Curriculum with specific relevance to OAA Reflective exercise: take a photograph to represent your experience and write a paragraph to explain this – email to [email protected] before meeting in week three Review health and safety procedures as laid out in the Baalpe Health and safety in Physical Education Research subject knowledge in areas related to OAA – ie: climbing, sailing
Q6 Q7 Q8
Q21 Q30 Q32 Q33
6
Week
Dates
Purpose of the Week: To formalise gym teaching within gymnastics Games for understanding – invasion category
School / Tasks
QTs STANDARDS
TH
RE
E
Thurs 22
Sept
Fri 23
Sept
SE
AW
Lesson Planning (in theory) Attend Lead Lecture – lesson evaluations (in theory) - UC Room 10 GYMNASTICS - am Core Skill teaching – directed/
reciprocal GAMES - pm Games for understanding approach to
invasion games
Students will: Practical demonstrate the core skills in
Gymnastics Improve through teacher lead
involvement and reciprocal teaching Place Games in the context of the
Invasion category View games through the “whole”
understanding approach Explore numeracy and literacy within
a teaching situation =- multiple intelligences
Review your own ability to perform the 5 core skills: Headstand, Handstand, forward roll, Backward roll and cartwheel Read literature/ articles on the games for understanding eg: Bunker and Thorpe Research into the methods of Val Sabin
Q3 Q6 Q7 Q8 Q9
Q14 Q15
7
Week
Dates
Purpose of the Week: To consider the Lesson planning process in Physical Education
School / Tasks
QTs STANDARDS
FO
UR
Fri 30
Sep
SE
JL
GYMNASTICS - am Planning and developing a theme
progression from KS 2 GAMES - pm Lesson format in invasion games
Students will: Understand the thematic approach to
gymnastics Use an approved lesson plan for
gymnastics and games Work within an invasion game to look
at progression of the practice Review types of appropriate warm ups
Plan a lesson with a chosen theme Review the choice of themes within secondary teaching Familiarise oneself with the lesson plan format and relate to the taught sessions so far Consult literature to review warm ups relevant to the activity being taught
Q21 Q22 Q30 Q32
8
Week
Dates
Purpose of the Week: To consider the national curriculum in terms of progression
For age range
School / Tasks
QTs STANDARDS
FIV
E
Fri 7
Oct
SE
TW
GYMNASTICS - am Theme appropriate for age range GAMES -pm Progression within invasion games
Students will: Have an awareness of national
curriculum content appropriate to age/ level of ability
Have an awareness of themes appropriate for relevant age ranges in order to extend individuals/groups
View game based warm ups relevant for invasion games
Review national curriculum levels and match to progressions/ themes Link themes to age ranges and consider differentiation for the more able Consider the position of full sided games and the relevant age to introduce the full sport
Q7 Q8 Q9
Q14 Q15 Q21 Q22 Q28
9
Week
Date
Purpose of the Week: Assessment and Recording of Pupils
Assessment of Working Pupils
School / Tasks
QTs STANDARDS
EIG
HT
Thur 27
Oct
Fri 28
Oct
SE
Tutorials with SE -am Games through tennis TW -pm GYMNASTICS - am GAMES - pm
Assignment tutorials Students will: Review the process of monitoring
achievement Review the national curriculum levels Review the assessment process and
how this can form the bases of a lesson
Good Luck in Placement A Block Experience
Review national curriculum levels and attempt to relate them to good practice Review types of assessment and when they are appropriate within a scheme of work Review a register system
Q26 Q27 Q28
10
Week
Date
Purpose of the Week: Oasis Day
School / Tasks
QTs STANDARDS
TE
N Fri
11 Nov
Oasis Day This is a subject Review Day where Students will be asked to be reflective about their experience so far Games – Badminton MM am Games – Volleyball IC pm Room:tbc
Students will be expected: To talk in detail about their school experience and to offer support to other colleagues
Have a video taken of your teaching whole/part lesson to use as a focus in your mentor meeting(s) Focus Group Reflective Diary update
Q7
11
Week
Dates
Purpose of the Week: Assignment
School / Tasks
QTs STANDARDS
FIF
TE
EN
Mon 12
Dec
Tues 13
Dec
Assignment work
12
Structure and Content Module 2
Week
Dates
Purpose of the Week: To focus on Dance / Athletics / Swimming
School / Tasks
QTs STANDARDS
SE
VE
NT
EE
N
Wed 11
Jan
Thur 12
Jan
Fri 13
Jan
Gym – am Games – pm Gym – am Games – pm Dance – am Athletics / swim
To complete thematic work on gymnastics
To focus on Striking and fielding and net game
To introduce the activity areas of Dance / Athletics / Swimming
To examine the position of Net games and striking and fielding games in the current school curriculum To review their position in the new national curriculum To review the position of Dance/Athletics and Swimming in the curriculum
Q10 Q21 Q29 Q30
13
Week
Dates
Purpose of the Week: To introduce subject Activity Areas
Dance and Track and Field To prepare for Placement B
School / Tasks
QTs STANDARDS
EIG
HT
EE
N
Thurs 19
Jan
SE
RL
Fri 20
Jan
MM RL MM
Track and Field – am Dance - pm Dance – am Track and Field – pm Swimming – pm (4 – 5pm) Simple stroke analysis
Students will :
o Hand in the standards evidence file showing and evidence gained from placement A / KS 2 placement / post 16 placement
o Hand in Placement A tracking document – to ensure placement B operates effectively
o Review the 2 activity areas of Track and Field and Dance
o Look into the provision of ICT in Track and Field
Read Baalpe Health and Safety in Physical Education related to Athletics Review cultural forms of Dance and the importance of Dance within our society Record ways to warm up effectively for Track and Field Review the ASA stroke analysis ie: BALBT(C)
Q18 Q22 Q27 Q28 Q30
14
Week
Dates
Purpose of the Week: To progress the theme of Practical activity areas
View elements of Health and Safety Extend knowledge of Creative Learning
Tasks
QTs STANDARDS
NIN
ET
EE
N
Fri 27
Jan
MM RL MM
o Dance – am
o Track and Field – pm o Swimming – pm (4 – 5)
Specific stroke analysis Small game warm up ideas
Students will:
Extend their subject knowledge within the throwing events of Track and Field
Extend their knowledge bank for ideas to stimulate dance
View the progression of individual work / pair and group dance
View a specific stroke and analysis in order to teach reciprocally
Create ideas for stimuli that could be used for Dance Use ASA guidelines to formulate BALBT for a specific stroke View all the safety issues of teaching throwing events in Track and Field
Q7 Q9
Q14 Q15 Q30 Q31
15
Week
Dates
Purpose of the Week: To Extend subject knowledge within 3 activity areas
To view extension for Gifted and Talented individuals
Tasks
QTs STANDARDS
TW
EN
TY
Thur 2
Feb
Fri 3
Feb
MM RL MM
o Tutorials and Action Learning Sets
o Dance – am Motif development in Dance –
extension of Gifted and Talented individuals
o Track and Field – pm
Root principles of Jumping Events Gifted and Talented within Athletics Swimming – pm (4 – 5) Games ideas within the water context
Assignment tutorials Students will:
Extend their subject knowledge within the Jumping events of Track and Field
Review the idea of a Motif in Dance
View the progression of individual work / pair and group dance – through a motif
View water games and how these can be used to enthuse and stimulate learning in a water environment
Create ideas for a motif that could be used for Dance Use water based games activities – view water polo etc View all the safety issues of teaching Jumping events in Track and Field Review the n-c criteria for gifted and talented individuals
Q14 Q15 Q22 Q30
16
Week
Dates
Purpose of the Week: To reflect and focus on professional development – share experiences
Tasks
QTs STANDARDS
TW
EN
TY
SIX
Fri 16 Mar
SE
Oasis Day
Students will be expected to Present an outline of their intentions for assignment 3
Prepare presentation of intentions for assignment 3 to include reference to literature
17
Week
Dates
Purpose of the Week: To complete the PGCE programme
Tasks
QTs STANDARDS
TH
IRT
Y S
EV
EN
Wed 14
June
Thur 15
June
SE
o A full timetable will be prepared nearer the time - agenda to be identified according to student need
Students will:
Evidence completion of the Standards
Complete the subject knowledge profile
Complete the Tracking Document
To complete all paperwork
To complete evidence that all
standards have been achieved
18
Assessment A definition of summative and formative assessment is included in the Programme Handbook.
Summative Assessment What do I have to do? What will my assessor be looking for? The following chart can also be found in the Programme Handbook. Your subject study summative assessment is highlighted to show how it combines with other elements of the PGCE Programme to contribute towards your overall summative assessment:
Subject Study - Module 1
One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimal pass
20 M level credits
Professional Studies - Module 1
Reflective log highlighting the links between professional studies and subject application Satisfactory attendance and active participation in sessions and tasks
School Experience „A‟ Joint Summative Report graded at least “Satisfactory” (grade 3)
Professional Studies - Module 2
One 4,000 word (or equivalent) assignment graded at least „D‟ – minimal pass
20 M level credits
Subject Study - Module 2
One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimal pass
20 M level credits
School Experience „B‟ Joint Summative Report graded at least “Satisfactory” (grade 3) TDA Skills Tests (Numeracy, Literacy, ICT) Completion of Standards Tracking Document
19
Module One Assignment 1 (4,000 words) Title: „With reference to your own informed philosophy of physical education, critically examine the ideology underpinning the place of physical education in the curriculum and its implementation in practice.‟ In this assignment you will need to reflect on your own philosophy of teaching physical education in order to critically evaluate the nature of physical education within your placement school. You will need to examine the interaction between declared ethos and the implementation of the curriculum in practice. Be sure to relate your reflections to relevant scholarly publications and requirements of the national curriculum. This assignment will thus involve you in generating an academically rigorous philosophy of the place of physical education within school. In addition to the general assessment criteria (see Programme Handbook) the following criteria will apply: Specific assessment criteria: You will need to demonstrate an ability to critically examine:
Historical discourses relating to the place of physical education within schools
The relationship between declared department ethos and the presentation of physical education to students within your placement school (rhetoric to reality)
The experiential process of students taking part in physical education within your placement school (rhetoric to reality)
The relationship of information with the appropriate Professional Standards for the Award of Qualified Teacher Status (2007)
Submission date: Thursday 15th December 2011 by 12.00 pm For regulations regarding reassessment, please see programme handbook.
20
Module Two Assignment 3 (4,000 words) Plan, implement and evaluate a Scheme of Work (SOW) for one class of pupils in School B or take an existing SOW and amend it and adapt it to suit the learning needs of the pupils in one of the classes you will be teaching. Reference MUST be made to recently published works of the chosen theme. (See Resources page). The assignment should be written as a 4,000 word journal article critically evaluating the relationship between the original learning objectives and the learning styles of the pupils in the class taught. The work should closely examine the theoretical view of teaching methods and learning styles and be written for an external but professional audience. In addition to the general assessment criteria (see the Programme Handbook) the following specific criteria will apply Specific Assessment Criteria:
the unit of work must be included in the appendix
a critical reflection of the appropriateness of the content and teaching methods employed in the unit
critical evaluation of current research to justify learning objectives in relation to the learning styles of the pupils
a justification of the chosen content in terms of progression and development
appropriate collection of data and analysis of pupil learning, progression and development.
related to the appropriate Professional Standards for the Award of Qualified Teacher Status (2007)
Submission date: Monday 11 June 2012 by 4.00 pm For regulations regarding resubmission, please see programme handbook.
21
Formative Assessment All formative assessment is designed to demonstrate your ability to achieve the required level of attainment in your two subject specific assignments and to complete Modules 1 and 2 of School experience successfully. Formative assessment of Subject Study is summarised below, details can be found on the following pages. Directed Tasks You will be required to complete a number of subject specific tasks during university based sessions and during school experience, as directed by your subject tutor, in order to address your specific needs. Post 16 Experience and Research There follows a list of specific tasks which you will need to complete during your post-16 experience Subject Knowledge Audit Auditing your subject knowledge and taking steps to enhance the breadth and depth of your knowledge effectively is a continuing process throughout the PGCE programme. Further guidance follows. Tutorials These take place with your subject tutor to review your individual progress. The course will also include focus group, action learning sets and individual interviews.
22
Post-16 Experience and Research Rationale:
In order to be effective practitioners at 6th Form/Post-16 level (as with KS 3 & 4), Physical Education teachers have to think reflectively about what they are doing and why they are doing it. Regardless of the Key Stages chosen for assessment, during the Programme, each student teacher should gain experience of planning, teaching and assessment at post-16.You should observe post 16 Physical Education teaching and engage in discussion with teaching staff as well as an investigation into and critique of resources and approaches to teaching Physical Education at this level. By the end of the Programme, you should have become more familiar with and have reflected on recent developments in the teaching of „A‟ and „A/S‟ levels in both practical and theoretical Physical Education and you should have learned and reflected on possible approaches that may be used when teaching an „A‟ level class. Directed Tasks (You should present your findings in your Personal Development Profile): 1. Look for ways in which attempts are made to address the various „key skills‟:
application of number, communication, ICT, improving own learning and performance, working with others, problem-solving. Discuss with various teaching staff in the Physical Education department how they address the issue of key skills.
2. Note ways in which ICT applications are used to consolidate and deepen the
knowledge and skills of students. 3. Study the specimen papers of the syllabuses being taught in the Physical
Education department. Look closely at the questions and associated marking schemes. Consider what teaching and learning strategies could be employed in order to effectively tackle such questions and discuss these (and other) approaches with staff in the department:
What do the students need to know?
What skills do they need to employ?
How could the answers to these two questions affect lesson planning and choice of teaching strategies?
4. Study the practical and theoretical details of the „A‟ (and „A/S‟) syllabuses for which the Physical Education department enters its students. Note the ways in which the assessment objectives are applied to the coursework elements; the choice of content available; the number and length of assignments required; the guidance offered by the Board for the creation of mark schemes for the assignments, noting the use of progression for the objectives; the administration involved and how this sets the timetable for completion by the students; the moderating procedures and any specimen examples made
23
available by the Board. Study the practical proposals of the department to note how these seek to meet the requirements of the awarding body.
5. „A‟ level syllabuses are often selected by departments in the light of three
considerations: personal preference, staff expertise and the resources available. Familiarize yourself with the range of syllabuses available. Send for (or download) a copy of the syllabuses of two different examination boards and discuss them with staff in the department. You may also send for the examiner‟s report of each particular syllabus. After studying these, and discussing them with staff in the department, comment on the following:
Which publishers produce the appropriate course textbooks? Are they useful and in what way(s)?
What assessment arrangements does the Board make?
What assessment / moderation arrangements do the school make ?
Would the content of the course appeal to both teacher and student?
What teaching strategies are necessary for the course?
What skills are demanded from the students and how will they need to be prepared for the examination?
How would the coursework/practical work be marked?
Will you need to train the students in new assignment techniques?
Is the course objectives-led?
24
Subject Knowledge Audit For Physical Education you are required to address a range of curriculum areas. At the beginning of the programme you will be asked to complete an initial subject knowledge audit. For each curriculum area you will be asked to assess your level of personal performance (from limited up to exceptional) and your level of application and knowledge (from no experience up to advanced knowledge/extensive teaching/coaching experience). This will identify the areas in which you are strong and those in which you will need to enhance your knowledge and experience. You are expected to be pro active in taking steps to ensure that you address any areas of weakness. You may be advised, for example, to attend sessions to achieve governing body awards. You should remember that your friends and colleagues are an invaluable resource. As a peer group you will, together, have a wide range of practical knowledge and expertise which you will be able to share. During school experience, your mentor will monitor your progress towards completing your subject knowledge audit and, in university based tutorials, your subject tutor will also wish to check your progress. Completion of this audit will provide partial evidence of your ability to meet the Professional Standards: Professional Knowledge and Understanding. Please complete the following forms on the suggested date.
Tutorials Tutorials with your subject tutor will be arranged before the beginning of each School Experience to check your preparation for school experience and discuss your targets/subject needs, and following the marking of your assignments to consider any areas for development identified by your tutor to help you improve your level of attainment in the following assignment. Your summary of teaching experience (following) will help you and your subject tutor to ensure that you cover the required range of teaching during your school placements.
25
Physical Education Subject Audit This document is an initial audit, which simply requires you to determine to what extent you have any previous experience of a particular area of activity or theoretical area of study. As a follow up there are audit points throughout the course, which should be completed to indicate your level of development in those areas. This audit documentation is designed to aid you in developing the strengths required for the TDA Professional Standards for Teachers (2007) and in following the National Curriculum for Physical Education. The audit should remain in your Progression File and will eventually help you in the completion of your Career Entry Development Profile.
Name of Student: _________________________________
Degree content relevant to Subject Knowledge for PE, Pedagogy and
Pupil Development:
Previous experience in teaching any activity areas:
Previous experience teaching any GCSE areas:
Previous Experience with Post 16 programmes
26
Audit of National Governing Body Awards
Audit point
Gymnastics
Dance
Swimming
Outdoor & Adventurous
Activities
Games
Athletics
September 2011
February 2012
June 2012
27
Audit of Knowledge in National Curriculum for Physical Education You should complete the audit on each of the 3 dated occasions during the course. Each time you complete the audit you should then generate action points to aide you knowledge and understanding of your weaker areas of the NCPE or GCSE syllabus content. These actions will need to be clear and time bonded to ensure that you can revisit them and assess to what extent they have been completed. Remember: during the audit for Physical Education you are determining whether or not your level of understanding would facilitate the learning of the pupils, while during the GCSE audit you are determining your level of understanding. 1 = Very Good: Able to understand and use information gained competently to aid
planning and delivery.
2 = Satisfactory: Able to understand and use information gained satisfactorily to aid planning and delivery.
3 = Weak: Not able to consistently understand and use information gained to aid planning and delivery.
4 = Very Weak: Unable to understand and use information gained
Date 07.09.11 11.01.12 21.05.12
Dance
Perform dances with simple motifs
Perform dances with complex motif
Use a range of styles and forms
Use compositional principles
Reflect social and cultural context through dance
Use presentational skills in performance
Games
Demo‟ simple skills in invasion games
Demo‟ simple skills in net & wall games
Demo‟ simple skills in striking/fielding games
Understand the use of attacking and defensive principles
Change response according to situation
Use advanced techniques and skills across a range of games
28
Gymnastics
Demo‟ simple gymnastic moves
Creating sequences on floor
Creating sequences on apparatus
Use movement combinations in different styles
Use compositional techniques to design sequences
Use changes in levels, speed, direction and relationship.
Swimming and water safety
Understand principles of four different strokes
Identify and correct inefficient technique
Use competitive rules
Set personal survival challenges
Use principles of fitness to highlight events
Athletic Activities
Demo‟ four throwing events
Demo‟ three jumping events
Demo‟ different running styles
Use competitive rules
Have an informed awareness of safety
Use principles of fitness to highlight events
Develop advanced techniques in each event
Use orienteering and problem solving
Use a complex skills in a variety of activities
Enhance roles and responsibilities within a group
Respond to changing situations
29
Audit of Knowledge in GCSE Physical Education
Date 07.09.11 11.01.12 21.05.12
Bones
The skeleton axial and appendicular
The process of Ossification
Classifying bones
Joints
Synovial joint and their make up
Different joint structures
Classification of joints
Classification of movements
Muscles
Location of major muscle groups
Functions of different muscles
Antagonistic muscle action
Muscular strength and power
Respiratory System
Sections of the system
Functions of the system
The mechanism of breathing
Production and carbon dioxide and lactic acid
Cause of the oxygen debt
Vital capacity and tidal volume
Circulatory System
Sections of the system
Functions of the system
Functions of different vessels
Differences in heart rate
30
Stroke volume and Cardiac Output
Identifying risks in sport
Recognising signs and symptoms
Actions to be taken after injury
Prevention of Injury
Balanced Competition
Warm-up and cool-down
Protective clothing in specific sports
Measures to prevent injury
Methods of Training
Circuit Training
Interval Training
Cross Training
Fartlek Training
Weight Training
Isotonic contractions
Isometric contractions
Target zone and recovery rate
Aerobic and anaerobic activities
Principles of Training
Meeting Individual Needs
The FITT principle
Designing a personal exercise programme
Overload
Specificity
Progression
31
Reversibility
Cardiovascular fitness
Health and exercise
Muscular strength
Muscular endurance
Body composition
Activities for each of the components
Performance in relation to health, fitness & exercise
Diet, Health and Hygiene
Components of balanced diet
Nutrient and energy production
Over weight and obesity
Somatotypes
Effects of diet on performance
Effects of alcohol and drugs
Skill Related Fitness
Skill and skilled performance
Skill leading to optimum performance
Reasons for Taking Part in Physical Activity
Positive effects of participation
Activity as stress relief
Positive values of club membership
32
Audit of Knowledge and Understanding for routeways at Post 16
A2
AS
BTEC
Diploma
33
Action points following each audit
September 2011
February 2012
June 2012
34
PGCE SECONDARY PHYSICAL EDUCATION SUMMARY OF PHYSICAL EDUCATION TEACHING EXPERIENCE FOR 2011/12
NAME: ………………………………………………………………....Assessment Option……………………………………………………
Experience of Teaching at KS3
Experience of Teaching at KS4
Experience of Teaching at 16+
Experience of Teaching using ICT
S C H O O L A………………………………………………………..……[NAME OF SCHOOL A]
S C H O O L B…………………………………………………..………….[NAME OF SCHOOL B]
35
Planning lessons for Lesson Objectives and Learning Outcomes
Criteria to bear in mind when framing lesson objectives:
Does the objective define a learning outcome?
Does the objective help you to determine whether pupils have learned anything at the end of the lesson – learning outcome?
Do you have ways of checking that you have met your objectives, in other words that the student has learnt that which you intended?
Consideration should be given to the part that the lesson plays in the context of long term progression of learning in terms of skills, concepts, knowledge and understanding it addresses. Consideration should also be given to learning issues arising from the previous lesson. Some useful world phrases that will give you the precision that you need in a learning objective: By the end of the lesson pupils will be able to ….
select … extract … give example of … relate … identify … choose … connect … link … make a link between … explain … illustrate … show the relationship between … explain the relationship between … comment upon … remember … recall … ask questions about … choose questions that … find … design … prioritise … extend … amplify … reorganise …
classify … sort … arrange … justify … justify their thinking concerning … explain their thinking concerning … compare … contrast … define … analyse … join up … organise … reconsider … reflect … support … support a view that … evaluate … create … construct … draw out … challenge … build … structure … represent …
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Avoid words like discuss, complete, fill in, annotate, listen, finish or gather. These are descriptions of procedures, tasks or activities. They are not learning objectives. They are fine for your activities in your lesson plan – but not for your objectives. You might legitimately want pupils to „do the exercise‟ or „fill in the table‟ or „finish the graph‟ or „do the experiment‟ but these are not learning objectives. Avoid words like become aware of, experience, learn about, empathise with or understand. These are too vague for you to assess whether or not learning has taken place. Also, they don‟t help you with defining what pupils are learning. They are perfectly valid aims and experiences, but your job is to specify the learning outcomes that will demonstrate some headway towards such aims and experiences.
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Response to Evaluation of Previous Lesson / Learning:
NC Key Concepts: Competence Performance Creativity Healthy Active Lifestyles
NATIONAL CURRICULUM KEY PROCESSES
Learning Outcomes : This lesson will enable All pupils to:
Develop Skills in Physical Activity Some:
Make and Apply Decisions Some:
Evaluate and Improve Some:
Develop Physical and Mental Capacity
Making Informed Choices about Healthy Active lifestyle
Resources/Equipment/Safety:
PHYSICAL EDUCATION LESSON PLAN Class: Date:
Activity: Focus:
No. of Pupils: Sequence:
Location: Time:
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ACTIVITY Timing Organisation / Task
HOW WILL THIS BE ACHIEVED? Teaching Points Differentiation
EVIDENCE OF LEARNING/ PUPIL PROGRESS
(assessment opportunities,)
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Physical Education Lesson Evaluation
Date/time:
REFLECTION Activity/Year Group:
Has learning taken place? Which planned outcomes have been FULLY, PARTIALLY or NOT achieved? Identify the key Professional (Q) Standards for Teachers (TDA, 2007) that have been addressed during this lesson:
ACTION
Further areas for consideration. How will comments that are made above inform future planning? (e.g. Teaching strategies, class organisation and management, pupil(s) response; appropriateness of content, professional responsibilities and relationships).
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Who will support me? Your Subject Co-ordinator, Suzie Everley, is also your Academic Adviser (see the main Programme Handbook). She will support your progress in your academic studies and your school experience and will meet you for tutorials at key points in the Programme. You will also have a subject tutor who will visit you when you are on school experience as detailed in the School Experience Handbook. You will find that Physical Education student teachers come from a variety of backgrounds, they have a diversity of expertise and, as a group are a resource that should not be underestimated. During the first three weeks of the programme you will be encouraged to consider the extent of this expertise and to plan a programme of self help sessions. When you are on school experience you will find your co-students an invaluable source of support.
How will I learn? Suzie will introduce theoretical sessions, supported as appropriate by other members of staff on the School of Physical Education. You will be expected to take responsibility for your own learning and to demonstrate originality and determination in tackling and solving problems. You will be involved, during university sessions, in practical work, seminars, field trips, lectures, demonstrations, workshops, small-group presentations and tutorials. Students from last year‟s cohort praised the use of:
Action learning sets
Reflective journals as ways of increasing their reflection and learning.
Evaluation Details of the evaluation of the Secondary PGCE Programme can be found in the Programme Handbook. As part of this process, each subject study module is evaluated. You will be asked to complete a module evaluation form, an example of which follows. Your subject tutor will analyse the responses and identify areas for development, an example of which is included in this section. Each subject route is required to select a representative member of the Secondary PGCE Programme Board. The Programme Board meets three times a year and each student representative is offered the opportunity to raise issues on behalf of their subject group.
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STUDENT MODULE EVALUATION SUMMARY
11 students completed this form
Programme Secondary PGCE
Module Title Physical Education Module 1
1. By the end of this module have you made progress in terms of the following learning outcomes?
Yes No
Possess broad subject knowledge and know how to apply it. All
Become confident and authoritative beginner teachers of English All
Be able to plan effectively to ensure access and appropriate provision for all pupils
All
Have insights into the ways in which individual students should progress and what they should aspire to achieve in English
All
Demonstrate a professional attitude to learning and development, including collaborative learning
All
Demonstrate a readiness to accommodate new principles and understandings
All
2. Were you motivated by the learning and teaching approach?
Comments
Yes: All
No I liked the diversity in teaching styles shown by lecturers I felt that I had control of my own learning and was supported when needed
3 . Was all the information you needed to complete this module available through the handbook?
4. For the following 2 sections, the 1-4 scale has been used as indicated in evaluating
1 very good 2 good 3 satisfactory 4 poor
1 2 3 4
Rooms 10 1
Learning Resources Centre 10 1
Access to Portia 9 2
1 2 3 4
Attendance
Preparation for and follow-up to sessions
Active participation in sessions
Yes All
No
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5. Has this module contributed to your understanding of the following
Yes No Comment
Every Child Matters All Fairly well
Personalised Learning All
Diversity All
6. What are the strengths of this module?
4.
5.
6.
7.
8.
9.
I believe the main strengths of this module were the detail in which it approached gymnastics and games. Gymnastics was extensively covered providing a rich base of information about the topic, this was also the vase for many other games which were delivered throughout the module. However, while the games that were covered often were very detailed other sports such as football were not given that same detail
One of the key strengths of this module was in fact its delivery. The knowledge and experience of lecturers and members of staff was outstanding and proved to be an invaluable resource of information.
Students were able to gain knowledge and understanding of the curriculum and its implementation. Personally, I feel the diversity of the sports was good. As an idea for the future, many people suggested that a small task of making a short teaching video with a demonstration of a particular skill within your sport with specific teaching points would have been a good resources that we as a group could have then shared with one another and learnt from. This would create the beginning of a resource pack, made by the students, for the students. This may also be beneficial for the year 4 students.
Staff were always positive, answered any questions and were able to adapt sessions or give further examples. e.g. some drills easily done with 12, adapting for a class of 30.
Staff all supportive and generally respond quickly to emails. Flexible and open to amendments to suit our needs – extra football session Well organized – deadline for assignments at beginning of holidays after 2 days self study. Allowed a bit of a break over Christmas unlike other courses.
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STUDENT MODULE EVALUATION MODULE 2
Programme Secondary PGCE
Module Title PE Summary of Evaluation 2010-2011
Number in cohort
12 Number of returns
12
Please can you complete this summary of student evaluation. Include the number of responses and percentage. E.g. 11 (100%) 1. By the end of this module have you made progress in terms of the following learning outcomes?
1. By the end of this module have you made progress in terms of the following learning outcomes?
Yes No
Critically examine the strategies and techniques employed in the successful teaching of examination based Physical Education and the different aspects of assessment including diagnostic, ipsative, formative and summative assessment as well as using assessment to inform future planning and teaching of lessons;
12 (100%)
To reflect and be reflective about the place of net games, striking and fielding games, dance, athletic and swimming activities in the secondary school Physical Education curriculum together with their statutory national curriculum requirements;
12 (100%)
To have considered pupils‟ social and cognitive developments as particularly applicable to the teaching of PE in the 11 – 18 age range; to be aware of how such factors could manifest themselves in the PE environment; to respond to these considerations via effective planning and teaching which is challenging and inclusive to all pupils.
12 (100%)
Successful completion of School B placement including the development of subject knowledge and the design and adaptation of a scheme of work which includes a rationale for the methods utilized and a critical evaluation of pedagogical practice.
12 (100%)
2. Were you motivated by the learning and teaching approach?
Comment
Yes 12 (100%)
No The approach adopted by the lecturers involving us and discussing various issues motivated me to more fully engage in the course. More teaching methods looked at in more depth.
3 Was all the information you needed to complete this module available through the handbook? „Easy to follow, good to have a hard copy‟
Yes 12 (100%)
No
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For the following 2 sections, please use the 1-4 scale as indicated:
1 very good 2 good 3 satisfactory 4 poor
4. Please evaluate the resources available.
1 2 3 4
Rooms 6 5 1(8%)
Learning Resources Centre 6 5 1(8%)
Access to Portia 6 6 1(8%)
5. Please evaluate your own contribution to the module
1 2 3 4
Attendance 9 (75%)
2 (16%)
1(8%)
Preparation for and follow-up to sessions 7 (56%)
4 (32%)
1(8%)
Active participation in sessions 9 (75%)
2 (16%)
1(8%)
6. Has this module contributed to your understanding of the following
Yes No Comment
Every Child Matters 11 (92%)
1 (8%)
Personalised Learning 12 (100%)
Diversity 12 (100%)
7. What are the strengths of this module? Excellent teaching (8, 84%) Subject content (3, 24%) Responding to needs of the group (3, 24%) Tutor support (4, 32%) Support from the university (1, 8%) Non-threatening learning environment (1, 8%) 8. Subject Co-ordinator's Action Points: I will continue to seek to respond to student needs, allowing students to select possibilities from a suggested agenda to consider on Oasis days. I will ensure that we continue to involve a range of specialist teaching staff as this has significant impact on subject knowledge for students.
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Resource List General reading: Bailey, R (Ed) 2010 Physical Education for Learning- a guide for secondary schools London, Continuum Armour, K (Ed) 2011 Sport Pedagogy – an introduction for teaching and coaching Harlow, Prentice Hall Capel, S and Whitehead, M (2010) Learning to teach Physical Education in the Secondary School London, Routledge Kirk, D (2011) Physical Education Futures London, Taylor and Francis The following texts have been recommended by staff for use within the course: Indicative Reading:
Bailey R 2001 Teaching Physical Education London, UK: Logan Page
BSGA 2001 Focus on Gymnastics in BJPE Spring 2001 pgs 10 - 12
Burns R 2000 Introduction to Research Methods Sage
Capel S 2003 Learning to Teach PE in Schools Routledge
Clark et al 1995 Toward Inclusive Schools Fulton
Coghlan, D & Brannick, T
2005 Doing Action Research in your Organisation
Sage
Cohen & Manion
1998 Research Methods Croom
Counsilman 1968 The Science of Swimming Prentice Hall
DES 2005 HM Government White Paper HM Government
Dick F 1998 “But First…” BAAB
Elliot J 1991 Action Research for Educational Change Buckingham, UK, OUP
FA /PEA 2000 FA Curriculum Guide FA
Flemming P. 2004 Becoming a Secondary School Teacher London, David Fulton Publishers
Golder G 2003 Inclusive Education: making the most of what‟s available – BJPE summer 2003 pgs 23 - 27
Graham G 2001 Teaching Children Physical Education Human Kinetics
Green K & Hardman K (Ed)
2005 Physical Education Essential Issues Sage
Hardy C & Mawer M
1999 Learning and Teaching Physical Education
Falmer
Harlow M & Rolfe L
1997 Let‟s Dance – a Handbook for Teachers David Fulton Pub
Honey P & Mumford A
1982 The Manual of Learning Styles Maidenhead, Peter Honey
Johnson C 2004 Beginning Athletics – what to teach and coach
Neuff
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Kember D 2002 Long term Outcomes of Educational Action Research Projects
Educational Action Research 10 (1) 83-104
Kirk D Macdonald D O‟Sullivan M (Ed)
2006 The Handbook of Physical Education Sage
Kolb D A 1984 Experiential Learning: Experience as a source of learning and development
Englewood Cliffs, NJ Prentice-Hall
Kvale S 1996 Interviews – An Introduction to Qualitative Research
Sage
Laker A (Ed) 2003 The Future of Physical Education: Building a new pedagogy
Routledge
Levin B B & Rock T C
2003 The effects of collaborative action research on preservice and experienced teacher partners in professional development schools
Journal of Teacher Education, 54 (2), 135-149
Macfayden T & Bailey R
2006 Teaching Physical Education 11-18 London: Continuum
McGill I. Beaty L
2002 Action Learning: a guide for professional management and educational development
Kogan
Mallen A H 2000 GCSEasy: space action Dynamics Relationship
Dance in Education Services
Moore A 2006 Teaching and Learning, Pedagogy, Curriculum and Culture
London: Routledge Farmer
NDTA 2007 A Practical Guide to Teaching Dance Coachwise
Noakes T 2003 Love of running Leisure Press
PEAUK 1996 Teaching PE at Key Stage 3 & 4
Silverman, D 2000 Doing Qualitative Research Sage
QCA 2001 PE Schemes of Work for Games
Sabin, V. 1994 School Gymnastics KS3 & 4: A Teaching Manual
Val Sabin
Smith-Autard J 1996 Dance Composition A & C Black
Wild A 2002 Citizenship Education Physical Education …. The forgotten Subject? in BJPE summer 2002 pgs 23 – 24
E Journals Full text available on “Portia” e.g:
- Journal of Education for Teaching - Education Studies - British Journal of Inclusive - Education - Educational review - Assessment and Evaluation in
Higher Education - Assessment in Education
A range of PE specific websites will be used and recommended
Swim trainers – available on Portia www.bbc.co.uk www.efdss.org.uk
www.nc.uk link to QCA
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