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Session: 2022/23
Last modified: 23/03/2022 14:34:22
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Title of Module: Developing Quality Physical Education |
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Code: EDUC11100 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | S
McLean |
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| Summary of Module |
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This module is focused on participants’ knowledge and understanding of learning, teaching and assessment in supporting the delivery of quality physical education within a primary school setting. This module will develop participants’ knowledge and understanding of quality physical education by exploring areas such as challenge, enjoyment, relevance, coherence, personalisation, choice, depth, breadth and progression. This module aims to enhance participants teaching skills in delivering learning within primary physical education that is planned, progressive and inclusive by considering topics such as the developing child, safe practice and adapted physical education.
The module will provide participants with opportunities to develop broader knowledge of quality physical education curricula and engage in reflection of their own practice within primary physical education. This module will support participants to think critically about the traditional and contemporary place of physical education within schools with particular emphasis on delivering the expected two hours of high-quality physical education for each pupil every week. The module will aim to support participants in providing effective, up-to-date and relevant teaching approaches and learning that can be applied directly to their primary school, local cluster and educational authority setting.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate critical understanding of key local, national and international policies, theories, concepts and principles within quality Physical Education
L2.
Demonstrate critical reflection on their own professional practice in the area of Physical Education.
L3.
Demonstrate a broad and integrated knowledge of the scope, defining features and relevant areas of the holistic Health and Wellbeing curriculum.
L4.
Demonstrate critical understanding and application of pedagogy appropriate for the identified curricular areas and stage of learner |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
SCQF Level 11.
Demonstrate and/or work with:
• Knowledge that covers and integrates most, if not all, of the main areas of a subject discipline – including their features, boundaries, terminology and conventions.
• A critical understanding of the principal policies, theories, principles and concepts.
• A critical understanding of a range of specialised policies, theories, principles and concepts.
• Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.
• A critical awareness of current issues in a subject/discipline and one or more specialisms.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
• Apply a range of standard and specialised research or equivalent instruments and techniques of enquiry.
• Plan and execute a significant project of research, investigation or development.
• Demonstrate originality or creativity in the application of knowledge, understanding and/ or practices.
• Practise in a wide and often unpredictable variety of professional level contexts.
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| Generic Cognitive skills |
SCQF Level 11.
• Apply critical analysis, evaluation and synthesis to issues that are at the forefront of, or informed by, developments at the forefront of a subject/discipline.
• Identify, conceptualise and define new and abstract problems and issues.
• Develop original and creative responses to problems and issues.
• Critically review, consolidate and extend knowledge, skills practices and thinking in a subject/discipline.
• Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Use a range of advanced and specialised skills as appropriate to a subject/discipline, for example:
• Communicate, using appropriate verbal and non- verbal methods, to a range of audiences with different levels of knowledge/expertise.
• Engage in professional dialogue with peers, more senior colleagues and specialists.
• Use a wide range of software to support and enhance work at this level and specify new software or refinements/improvements to existing software to increase effectiveness.
• Undertake critical evaluations of a wide range of numerical and graphical data.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
• Exercise substantial autonomy and initiative in professional and equivalent activities.
• Take responsibility for own work and/or significant responsibility for the work of others.
• Take responsibility for a significant range of resources.
• Demonstrate leadership and/or initiative and make an identifiable contribution to change and development.
• Practise in ways which draw on critical reflection on own and others’ roles and responsibilities.
• Deal with complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Through interactive lectures, seminars and tutorials participants will be introduced to the content of this module. The University’s VLE will also form an integral part of the learning journey.
Participants will develop their knowledge and understanding of the subject area through extended personal reading (including e-books where appropriate). There will also be tutor initiated practical work including group work, presentations and workshops as well as independent skills development to improve the participants professional practice. This will include formative assessment tasks such as reflective writing tasks and engagement with the effective learning team and subject librarians that will support participants in submitting the summative assessment for this module.
Module information and other detailed material will be made available to participants. These will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled participants’ sessions. This will clarify expectations for timetabled sessions, as well as expectations for the overall balance of learning and teaching methodologies to be used during the module.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Laboratory/Practical Demonstration/Workshop | 15 |
| Asynchronous Class Activity | 30 |
| Independent Study | 155 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Capel, S. and Whitehead, M., 2013. Debates in physical education. London: Routledge.
Carse, N. (2015). Primary teachers as physical education curriculum change agents. European Physical Education Review.
Casey, A. and Kirk, D. (2021). Models-based Practice in Physical Education. Routledge.
Kirk, D., 2011. Physical education futures. London: Routledge.
Lawrence, J., 2012. Teaching primary physical education. London: SAGE.
Thorburn, M. and Gray, S., 2010. Physical education. Edinburgh: Dunedin Academic.
Journals
Academic journals are a valuable source of reading. Key articles will be detailed as part of module activities where applicable however participants should also source relevant material, using databases and other resources, provided by the UWS Library as a means of extending their own personal and professional knowledge and skills. The following journals will be most relevant to this module:
Child Development
European Physical Education Review
Journal of Teaching in Physical Education
Physical Education Matters
Physical Education and Sport Pedagogy
Quest
Sport, Education and Society
Web sites
The internet provides a convenient way of accessing government reports, statistics and other relevant resources. It is not practical to provide a comprehensive list of sites via this descriptor however ‘useful resources’ will be signposted via the VLE site and participants will be encouraged to add to such a list as they too locate relevant resources. The following are indications of relevant resources for this module:
Association for Physical Education: http://www.afpe.org.uk/
Active Schools http://www.sportscotland.org.uk/schools/Active_Schools/Active_Schools1
Curriculum for Excellence http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/healthandwellbeing/
http://www.educationscotland.gov.uk/myexperiencesandoutcomes/healthandwellbeing/physicaledactivitysport/physicaleducation/index.asp
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | L Barrett |
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| External Examiner | N Passenger |
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| Accreditation Details | GTCS (Professional Recognition) |
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| Version Number | 1.07 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The summative assessment for this module will consist of two parts. This will comprise of a written reflection and a learning journal.To achieve module credit, a pass must be achieved in both components of the assessment.
Throughout this module, participants will complete formative tasks for which they will receive feedback. Module handbooks, and other detailed materials made available to participants, will clarify the relationship between formative assessment tasks and the specific learning outcomes for the module. This will ensure that participants can relate feedback from formative assessment to their individual progress on the learning outcomes for the module. On summative assessments, participants will receive detailed information indicating the ways in which summative assessments will assess individual learning outcomes for the module. As appropriate, participants will also receive detailed information on how feedback will be provided for summative assessment.
Written Reflection: 2000 word written reflection focusing on participants practice within Physical Education. This will account for 50% of the grade for the module. |
| Learning Journal: The learning log will identify critical incidents that highlight aspects of quality physical education addressed during the module. This will account for 50% of the grade for the module. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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