Alternative Curriculum Activities

The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 2 study.

1. Promote students’ knowledge of learning and teaching through alternative curriculum activities.
2. Develop knowledge and understanding about the nature and demands of teaching such activities in order to meet the requirements of the National Curriculum for Physical Education (NCPE).
3. Offer a variety of practical teaching opportunities, which develop students’ appreciation of various methods and strategies for planning and teaching.
4. Examine practical and ethical issues relating to safe practice, delivery and organisation of such activities in order to create a well-ordered and purposeful working environment. 

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 2 study, by the end of the module students should be able to:

1. Critically reflect on the requirements of the NCPE programmes of study.
2. Demonstrate critical reflection on learning and teaching strategies which reflect inclusive approaches to learning, teaching and assessing with respect to activities in this module.
3. Show appropriate content and teaching methods, which reflect a variety to approaches to learning and teaching, creating a well-ordered and purposeful working environment.

• Introduction to a variety of alternative activity activities that may be suitable for delivery within the revised PE curriculum 2008.
• Delivery of ‘NCPE’ through alterative curriculum activities, highlighting transferable skills, suitable for generic aspects of physical education.
• Practical experience of progressive practice in a variety of activities with an understanding of how common principles can be applied across, including the development of lesson plan writing and analysis.
• Selected tasks taught and evaluated from a critical “teacher perspective”.
• The relevance of appropriate organisation and teaching styles for effective delivery.
• Identifying risks and ensuring safe practice within every activity.

Contact time:

• Lecturer led sessions.
• Trainee led demonstration scenarios.
• Group presentation.
• Group discussion.
• Video observation.
• Question and answer sessions.
• Student practical work – individual and groups.
• Staff led teaching scenarios.
• Student led teaching scenarios.
• Guidance on planning, organisation and management.
• Reviewing government documents / directives.

Non-contact time:

• Group presentation preparation work.
• Group discussion.
• Directed reading.
• Video observation.
• Guided reading and note taking.
• Use of a range of ICT to enhance teaching, professional preparation, learning and performance.

Books:

AfPE (2008) Safe Practice in Physical Education and School Sport, Leeds, Coachwise.

Jim Lavin (2008), Creative Approaches to Physical Education: Helping Children Achieve Their True Potential. Oxon, Routledge;

Journals:

Penney, D, Chandler, T (2000) “Physical Education: What Future(s)? “  Sport, Education and Society, Vol. 5, No. 1, pp. 71–87,

Smith, A, Green, K and Thurston, M( 2009)

''Activity choice and physical education in England and

Wales”, Sport, Education and Society, 14:2,203 — 222

Stran M,  Curtner-Smith, M (2009) “Influence of Occupational Socialization on Two Preservice Teachers’ Interpretation

and Delivery of the Sport Education Model” Journal of Teaching in Physical Education, 2009, 28, 38-53

Tannehil, Dl (2009) Physical Education for All: The Impact of Curriculum on Student Choice, Limerick: University of Limerick.

Electronic sources:

DfES / DCSF – www.dfes.gov.uk (accessed March 09)

Qualifications and Curriculum Authority - www.qca.org.uk (accessed March 09)

Sport England – www.sportengland.org (accessed March 09)

Youth Sports Trust – www.youthsporttrust.org (accessed March 09)