Education Studies 1

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 4:

1. To explore the content and structure of physical education within the National Curriculum
2. To explore key whole school issues relating to health, exercise and the wellbeing of children and young people.
3. To develop students’ pedagogical skills
4. To familiarise students with the TDA Professional Standards for Teachers: Qualified Teacher Status (2007)  

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 4 study, by the end of the module students should be able to:

1. Demonstrate knowledge relating to the rationale and requirements of the PE National Curriculum.
2. Demonstrate knowledge and analysis of healthy lifestyles and health education.
3. Plan, deliver and evaluate teaching scenarios, demonstrating appropriate knowledge and understanding of the teaching and learning process.
4. Demonstrate and analyse appropriate planning processes for teaching which includes the correct use of the university lesson plan pro forma.
5. Identify appropriate presentation skills showing competence of the use of ICT as a presentation tool to aid clarity and accuracy regarding the subject material.                 

In addition to the learning objectives that are formally assessed students will be able to:

Achieve a safe and purposeful environment for learning;

Evaluate critically, the effectiveness of your own and others’ teaching;

• Structure and content of the NCPE
• Learning and teaching strategies; short-term planning, learning objectives, learning outcomes, teaching styles, health and safety in practice.
• Teaching competencies and presentational skills
• Delivery and evaluation of short teaching episode
• The contribution of PE to the wellbeing of children and young people. Debate about healthy lifestyles, exercise and health education.
• Students will engage in 2 health runs. 

Contact time:

• trainee-led teaching and presentation episodes
• tutor-led lectures
• assessment preparation
• practical health awareness tasks
• podcast feedback on teaching

Non-contact time:

• assessment preparation,
• lecture reading,
• lecture preparation
• health awareness monitoring

Books:

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

Cale, L. (2005) Getting the Buggers Fit, London: Continuum.

Capel, S. et al  (2009)  Learning to Teach in the Secondary School (5^th edition),   London: Routledge.

DfES/TDA (2007). The Professional Standards for Teachers: Qualified Teacher Status, London: TDA.

Mawer, M. (1995) The Effective Teaching of Physical Education  Harlow: Longman.

Mosston, M. (1986) Teaching Physical Education (3^rd edition)  London: Merrill.

Stidder, G. & Hayes, S. (Eds.), (2011) The Really Useful Physical Education Book Learning and Teaching across the 7 – 14 age range, London: Routledge. 

Journals:

Physical Education Matters.

Electronic sources:

Qualification Curriculum Development Agency

http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-3/physical-education/index.aspx (Accessed 12th April 2011)

Association for Physical education