Physical Education Subject Handbook Contents 2014-2015 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

Evaluation 39

Who will support me? 40

How will I learn? 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:

Maggie Boniface Course tutor m.boniface@chi.ac.uk 01243 816321

Pete Bunyan Course tutor p.bunyan@chi.ac.uk 01243 816317

Ian Coleman Course tutor i.coleman@chi.ac.uk 01243 816319

Suzanne Everley Physical Education Co-ordinator

s.everley@chi.ac.uk 01243 816271

Gail Graffham Education Librarian g.graffham@chi.ac.uk 01243 812094

Melanie Hopkins Programme Administrator

m.hopkins@chi.ac.uk 01243 812043

Ray Leigh Course tutor r.leigh@chi.ac.uk 01243 816318

Jane Lomax Course tutor j.lomax@chi.ac.uk 01243 816316

Melissa Mantle Course tutor m.mantle@chi.ac.uk 01243 816335

Jon Mills Course tutor j.mills@chi.ac.uk 01243 816000

Craig Pulling Course tutor c.pulling@chi.ac.uk 01243 816000

Rachel MacKinney

Course tutor r.mackinney@chi.ac.uk 01243 816272

Andy Wild Course tutor

a.wild@chi.ac.uk

01243 816333

SIZ Helpdesk Student ICT queries etc

help@chi.ac.uk 01243 816222

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

2

Complete all pre and post session tasks as directed

Attend all tutorials arranged with your academic adviser

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 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 PE Subject Study Modules are designed to produce reflective, analytical and effective practitioners. They will build upon your prior experience to equip you with the specific subject knowledge and skills that will enable you to become an effective teacher of PE. 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 2008 and review the implications of the new national curriculum 2014

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

This M-Level course will address the Teachers’ Standards as set out in ‘Teachers’ Standards’ (2012). The sharpest focus will be on Part One: Teaching, whilst Part Two will underpin everything you do and you will be expected to demonstrate consistently high standards of personal and professional conduct during your school placements. Learning Outcomes 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

STANDARDS

An increasing combination of standards

will be addressed

throughout – those below

indicate a particular focus only

ON

E

Wed 10th Sept

Thur 11th

Sept

Fri 12th Sept

Practical work: introduction to

gymnastics – personal performance Formal Introduction lesson planning Professional issues (am) SE/JM Evaluating lessons (SE/JM) am - UC room LO6 pm – UC room LO6 Gymnastics – theory/practical - SE Games – practical implementation

of lesson plans Gower preparation work 4 – 5pm

Explore skills based in gymnastics (KS 3 and 4 context) Students will: 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

Understand professional conduct and develop strategies for dealing with specific related situations

Complete the initial subject audit To view the national curriculum and requirements from a key stage 2,3 and 4 perspective To research the types of gymnastics found in schools Identify the term “games for understanding”

S1-3, S7

5

THE OAA FIELDTRIP - GOWER: Wednesday 17th September (am) – Sunday 21st September 2014

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

STANDARDS

TW

O

Wed 17th Sept

Thur 18th

Sept

Fri 19th

Sept

Sat 20th

Sept

Sun 21st Sept

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 s.everley@chi.ac.uk 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

S1,

S3-5, S7

6

Week

Dates

Purpose of the Week: To formalise gym teaching within gymnastics Games for understanding – invasion category

School/Tasks

STANDARDS

TH

RE

E

Thurs 25th Sept

Fri 26th Sept

Assignment one: identifying philosophical perspective, writing at Masters Level SE Interpreting NC recommendations/ curriculum policy (existing and pending curriculum) – integrating into curriculum design GYMNASTICS - am Developing a theme in gymnastics MB GAMES through hockey- pm Games for understanding approach to

invasion games RM

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 Research into the methods of Val Sabin Read literature/ articles on the games for understanding eg: Bunker and Thorpe

S3

7

Week

Dates

Purpose of the Week: To consider the Lesson planning process in Physical Education

School/Tasks

STANDARDS

FO

UR

Fri 3rd Oct

GYMNASTICS - am Planning and developing a theme

progression SE GAMES through netball- 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

S2-4

8

Week

Dates

Purpose of the Week: To consider the national curriculum in terms of progression

For age range

School/Tasks

STANDARDS

FIV

E

Fri 10th

Oct

SE

JM

GYMNASTICS - am Theme appropriate for age range GAMES - Rugby -pm Progression of contact 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 delivery relevant for introduction of contact and progression of skills in rugby.

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

S2-4

9

Week

Date

Purpose of the Week: Assessment and Recording of Pupils

Assessment of Working Pupils

School/Tasks

STANDARDS

EIG

HT

Thur 30th Oct.

Tutorials SE/JM

Handball CP

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 relate them to good practice Review types of assessment and when they are appropriate within a scheme of work Review a register system

S4, S6

10

Week

Date

Purpose of the Week: Oasis Day

School/Tasks

STANDARDS

TE

N Fri

14th Nov

Oasis Day Teaching theory as practice – ks4/5 Large Gym Games: volleyball – SE- pm Sports hall/dome

Have a video taken of your teaching whole/part lesson to use as a focus in your mentor meeting(s) Weekly reflections update

S3

11

Week

Dates

Purpose of the Week: Assignment

School / Tasks

STANDARDS

FIF

TE

EN

Mon 15th

Dec

Self-study - Assignment work

12

Structure and Content Module 2

Week

Dates

Purpose of the Week: To focus on Dance / Athletics / Swimming

School/Tasks

STANDARDS

SE

VE

NT

EE

N

Wed 14th

Jan

Thur 15th Jan

Fri 16th

Jan

Games activities through cricket am CP

Dance – MM pm Net games - badminton MM am Striking and Fielding –MM pm Net games: Tennis – MM- am Aesthetic activities: Dance Swim -4-6pm MM/JM

To focus on Striking and fielding and net games

To introduce the activity areas of

Dance / Swimming

To examine the position of Net games and striking and fielding games in the current school curriculum To review their position in the national curriculum To review the position of Dance/Athletics and Swimming in the curriculum

S2-4

13

Week

Dates

Purpose of the Week: To introduce subject Activity Areas

Dance and Track and Field To prepare for Placement B

School/Tasks

STANDARDS E

IGH

TE

EN

Thurs 22nd

Jan

Fri 23rd

Jan

Dance MM – am

Gymnastics activities AW

Fitness for sport and health - KE

Track and Field – RL

Swimming – pm (4 – 6pm) MM

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

o HRF approach KS 3/4

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)

S2-4

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

STANDARDS N

INE

TE

EN

Fri 30th Jan

o Gymnastic activities–MB- am

o Track and Field – RL –pm

o Swimming – MM/JM-pm (4 – 6pm)

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 Select an exam board and familiarise yourself with assessment for swimming (GCSE or AS/A level)

S2-4

15

Week

Dates

Purpose of the Week: To Extend subject knowledge within 3 activity areas

To view extension for Gifted and Talented individuals

Tasks

STANDARDS

TW

EN

TY

Thur 5th

Feb

Fri 6th

Feb

o Tutorials (to run simultaneously) SE/JM

o Athletics –RL pm

o Dance –MM 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 – MM/JM- pm (4-6pm) Personal survival/Life saving

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

S2-4, S6

16

Week

Dates

Purpose of the Week: To reflect and focus on professional development – share experiences

Tasks

STANDARDS

TW

EN

TY

SIX

Fri 20th Mar

Oasis Day – SE/JM

Students will be expected to present an outline of their intentions for assignment 3

Review and evaluation of sample work

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

STANDARDS

TH

IRT

Y S

EV

EN

Wed 17th

June

Thur 18th

June

o A full timetable will be prepared nearer the time -

o This will be follow a negotiated agenda and set 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

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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 from School A on which you are graded as having achieved the Standards at a Minimal level or above

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 from School B on which you are graded as having achieved the Standards at a Minimal level or above 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:

The development of 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)

explicit references to the ways in which the writing of this assignment has helped you towards meeting the Teachers’ Standards (2012)

An appropriate academic writing style; Standard English; Harvard style referencing, originality and flair (see also Assignment Writing Guidelines in Appendix A of the Programme Handbook).

Submission date: Thursday 18th December 2014 by 12.00 Noon 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.

the Teachers’ Standards (2012). All assignments should identify the Standards that relate to the assignment and cite the Standards document as one reference

Submission date: Monday 15th June 2015 by 16.00 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.

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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’) syllabi 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 syllabi 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 Teachers’ Standards (2012) and in following the National Curriculum for Physical Education. The audit should remain in your Progression File and will eventually help you in agreeing the wording of your IAP targets for the Induction Year.

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

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Audit of National Governing Body Awards

Audit point

Gymnastics

Dance

Swimming

Outdoor & Adventurous

Activities

Games

Athletics

September 2014

February 2015

June 2015

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 your 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. During the audit for Physical Education you are determining whether your level of understanding would facilitate the learning of the pupils, while during the GCSE audit you are determining your level of understanding. NB The specific content of GCSE syllabi will be subject to the particular exam board that a school is using and therefore will vary in emphasis. 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 8.09.14 12.01.15 23.05.15

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

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Audit of Knowledge in GCSE Physical Education

Date 8.09.14 12.01.15 23.05.15

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 National

33

Action points following each audit

September 2014

February 2015

June 2015

34

PGCE SECONDARY PHYSICAL EDUCATION SUMMARY OF PHYSICAL EDUCATION TEACHING EXPERIENCE FOR 2014/15

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]

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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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Physical Education Lesson Plan

CLASS DATE

ACTIVITY SEQUENCE

No of PUPILS TIME

LOCATION Length

Action points from previous lesson evaluation:

Personal Teaching Target (S)

Individual Pupil Needs: (SEN/G&T) Planned learning of non-participants:

Assessment methods: Teacher observation, Focus questions, Self-assessment, Peer assessment, Other

Intended Learning Outcomes (Abilities: Physical, Cognitive, Personal, Social, Creative)

All

will:

WT

Most

will:

WA

Some

will:

WB

Resources/Equipment/Safety:

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What do you want pupils to learn?

How? Activity/Organisation/task/

time.

Key Teaching Points Differentiation (Support/Extension)

Evidence of Learning (Observation

Key Points/Questions)

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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? Give a specific example of a student who has: Worked towards (WT) Worked at (WA) Worked beyond (WB) Identify the key Teachers’ Standards (2012) that have been addressed during this lesson (Relate to personal teaching target):

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.

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 Module 1

Programme Secondary PGCE

Module Title Physical Education Module 1

22 responses were completed. Percentages rounded up/down to nearest full figure. 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. 100%, n=22

Become confident and authoritative beginner teachers of Physical Education

100%, n=22

Be able to plan effectively to ensure access and appropriate provision for all pupils

100%, n=22

Have insights into the ways in which individual students should progress and what they should aspire to achieve in Physical Education

100%, n=22

Demonstrate a professional attitude to learning and development, including collaborative learning

100%, n=22

Demonstrate a readiness to accommodate new principles and understandings

100%, n=22

2. Were you motivated by the learning and teaching approach?

Comments

100%, n=22

No Lecturer gave clear progressions/ways to engage pupils Good engaging sessions with good ideas

3 Was all the information you needed to complete this module available through the handbook?

Comments

100%, n=22

No

For the following 2 sections, the 1-4 scale has been used as indicated in evaluating the resources available and students’ own contributions to the module:

1 very good 2 good 3 satisfactory 4 poor

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4 Please evaluate the resources available.

1 2 3 4

Rooms 32% n=7

68% n=15

Learning Resources Centre 64% n=14

27% n=6

9% n=2

Access to Portia 41% n=9

36% n=8

18% n=4

5. Please evaluate your own contribution to the module

1 2 3 4

Attendance 95% n=21

45% n=1

Preparation for and follow-up to sessions 50% n=11

41% n=9

9% n=2

Active participation in sessions 72% n=17

28% n=5

6. Has this module contributed to your understanding of the following

Yes No Comment

Personalised Learning 100% n=22

Diversity 100% n=22

7. What are the strengths of this module? Expertise of staff n=6 (27%) Residential trip n=4 (18%) Relevance to school experience n=6 (27%) Support from staff n=6 (27%) Resources on Moodle n=2 (9%) Range of activities and teaching approaches covered n=11 (50%) Gymnastics n=2 (9%) Tutor response: This has again been a positive set of reviews for module one. The residential trip was identified this year as a particular strength and the team will endeavour to retain this as part of the programme. The quality of lecturing in terms of expertise and delivery also continues to feature as a strength of the module. I would like to thank all staff for their contribution here.

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STUDENT MODULE EVALUATION Module 2

Programme Secondary PGCE

Module Title PE Summary of Evaluation 2012-2013

Number in cohort

23 Number of returns

22 (one student on interview)

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;

100%

n=22

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;

100%

n=22

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.

100%

n=22

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.

100%

n=22

2. Were you motivated by the learning and teaching approach?

Comment

Yes 100%

n=22

No Great support on placements Enjoyed different lecturers for different areas of study Good use of varied teaching styles and methods Staff very knowledgeable with their sports and motivating students Got a better understanding of a vast amount of sports/physical activities Staff were very engaging and delivered some very creative lessons Good mixture of activities Very helpful ideas and strategies that I have used in placement B Very enjoyable – useful information

3 Was all the information you needed to complete this module available through the handbook? For the following 2 sections, please use the 1-4 scale as indicated:

1 very good 2 good 3 satisfactory 4 poor

Yes 22(100%)

No

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4. Please evaluate the resources available.

1 2 3 4

Rooms 12 (55%)

10 (44%)

1 (4%)

Learning Resources Centre 14 (64%)

7 (32%)

1 (4%)

Electronic resources 9 (41%)

9 (41%)

3 (14%)

5. Please evaluate your own contribution to the module

1 2 3 4

Attendance 21 (96%)

1 (4%)

Preparation for and follow-up to sessions 13 (59%)

8 (36%)

Active participation in sessions 18 (82%)

4 (18%)

6. Has this module contributed to your understanding of the following

Yes No Comment

SEN 100%

n=22

Personalised Learning 100%

n=22

Diversity 100%

n=22

7. What are the strengths of this module? Expertise of staff n=9 (41%) Relevance to school experience n=8 (36%) Support from staff n= 5 (23%) Resources n=3 (14%) Range of activities and teaching approaches covered n=5 (23%) Theory sessions n=2 (8%) Structure n=1 (4%) 8. Subject Co-ordinator's Action Points: Continue working with team in practical work to retain inclusion of specialist knowledge. Very good feedback in informal evaluations supported the indication that student value highly the range of expertise available to them and the commitment and support of staff. Thank you to the team.

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Resource/Reading List Pre-course reading: Armour, K (Ed) 2011 Sport Pedagogy – an introduction for teaching and coaching Harlow, Prentice Hall Bailey, R (Ed) 2010 Physical Education for Learning- a guide for secondary schools London, Continuum Capel, S and Breckon, P (2014) A Practical Guide to Teaching Physical Education in the Secondary School , London, Routledge 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; they are relevant to assignment work and school experience. Further resources will be identified by individual tutors: Berry,M and Hodgson, C (Eds) (2011) Adventure Education – an introduction, London, Routledge Butler, J.I. and Griffin, L.L. (Eds) (2010) More Teaching Games for Understanding, Moving Globally. Leeds, Human Kinetics Coghlan, D and Brannick, T (2005) Doing Action Research in Your Organisation London:Sage Cohen, L. Manion, L.Morrison, K. (2009) Research Methods in Education. Oxon, New York: Routledge. Davis, M. and Collins, S. (2012). Bowling: How to play, coach and win. London: John Wisden and Co Ltd. Eldridge, D., Prior, M. and Pulling, C. (2012). Thinking Soccer. Chichester: Thinking Sport. Flemming, P (2004) Becoming a Secondary School Teacher London: David Fulton Publishers Green, K (2004) Physical Education Teachers on Physical Education: A Sociological Study of Philosophies and Ideologies Chester: Chester Academic Press Green, K and Hardman, K (2005) Physical Education, Essential Issues London: Sage

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Griffin, L.L and Butler, J.I. (Eds) (2005) Teaching Games for Understanding Theory Research and Practice, Leeds: Human Kinetics Hickey, J. (2007) Understanding Netball Coachwise Ltd. Johnson, C (2004) Beginning Athletics – what to teach and coach London, Neuff Kenny, B and Gregory, C (2006) Volleyball:Steps to Success Leeds, Human Kinetics Kirk, D, Macdonald, D and O’Sullivan, M (2006) The Handbook of Physical Education, London, Sage Kus, S (2004) Coaching Volleyball Successfully Leeds, Human Kinetics MacFadyen, T and Bailey, R (2006) Teaching Physical Education 11-18 London: Continuum McNiff, J and Whitehead, J (2005) Action Research for Teachers, London: David Fulton Publishers Moore, A (2006) Teaching and Learning, Pedagogy, Curriculum and Culture London: Routledge NDTA (2007) A Practical Guide to Teaching Dance Coachwise

Nemeth, L. (2002). Basketball skills of the game. Marlborough: Crowood. Navin, A. (2008) Netball Skills Techniques and Tactics Crowood Sports Guides. Marlborough: Crowood press Navin, A (2012) Netball Practices and Training: A Practical guide for players and coaches. Marlborough: Crowood press Noakes,T (2003) Love of Running London, Leisure Press Moon, J (2004) Reflection in Learning and Professional Development Theory and Practice, London: Routledge Falmer

Krause, J. (2008). Basketball skills & drills (3rd Edition). Leeds: Human Kinetics.

Readhead, L (2011) Gymnastics: Skills - Techniques – Training, Marlborough, Crowood Sports Guides Sewell, K (2012) Doing Your PGCE at M Level London:Sage Publications Woodlands, J. (2006) The Netball Handbook: Winning Essentials for players and coaches Leeds: Human kinetics

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Woolmer, B., Noakes, T. and Moffett, H. (2009). Bob Woolmer's Art and Science of Cricket. Struik Publishers. Woolmer, B. (2009). The Art and Science of Cricket. Buffalo, N.Y: Firefly. Journals: British Educational Research Journal European Physical Education Review Journal of Teacher Education Physical Education and Sport Pedagogy Sport, Education and Society http://news.bbc.co.uk/sport1/hi/other_sports/basketball/4184748.stm http://www.british-gymnastics.org http://www.ecb.co.uk/development/ecb-coaches-association/archive.html?filter=1 http://www.volleyballengland.org/ http://www.fiba.com/ http://www.tes.co.uk/ http://www.youthsporttrust.org/ http://www.afpe.org.uk/ http:/www.rfu.com