1. Introduction
The subject studies modules focus on development of subject pedagogy and strategies for learning, teaching and assessment. The first module introduces student teachers to a theoretical framework for learning, teaching and assessment of physical education. Student teachers will be required to organise and undertake a placement in a primary school setting in order to increase their awareness of the issue of progression in physical education as pupils enter secondary school. The module will also consider historical developments in the subject area and raise awareness of the significance of both statutory requirements and non-statutory documentation for the contemporary subject. Different approaches to subject pedagogy will be introduced and evaluated. Students will also reflect on ways in which physical education can contribute to the spiritual, moral, social and cultural development of pupils as well as wider curriculum delivery. Finally, the module provides opportunities to consider the significance of learning outside the classroom.
The second PE module provides student teachers with an opportunity to enhance personal subject and curriculum knowledge and relate this to a range of learning environments. The module provides practical opportunities to build on the theoretical framework for learning, teaching and assessment of physical education that student teachers have been introduced to in the Introduction to Subject Studies module and provides development for school experience. It provides student teachers with the opportunity to engage critically with subject pedagogy and to evaluate critically the pedagogical choices they make. It will also provide student teachers with the opportunity to develop skills to reflect critically on the impact of their pedagogical decisions in order to inform future practice.
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Page | 92 Programme Handbook – Physical Education York St John University Secondary Partnership 2017/18
Programme Timetable – Physical Education
Date/Time04 - 08 September 2017 / Primary school placement to focus on:
· Progression and transition within subject area
· Phonics and strategies for early reading/literacy
Induction Week: 11 - 15 September 2017
(at York St John University except for Thursday 14 September when in base school and Friday 15 September 9 – 12 for school based session)
Date/Time/Room / Staff / Focus of Session / Learning Objectives / Standard(s) / Reading and Preparation / SOL
Monday 11 September 2017
10-12 noon
QS/111 / Keither Parker (KP) and Emma McVittie (EMc)
PS:
MSDS02/MPGC06 / Welcome and introductory session
Introduction to the Course Documentation Folder (CDF) / To provide an overview of the course and documentation
To raise awareness of statutory requirements
To introduce group members
To engage in team building activities. / TS8
PPC / Make sure the subject knowledge audit you were asked to complete prior to the course is completed as far as possible.
Monday 11 September
1.0 – 2.45 pm
QS/111 / KP
PS:
MSDS02/MPGC06 / Activity on values (email etiquette if time)
Introduction to the Masters element of the programme
Any questions/contributions to the course / Explore impact of personal values on teaching / TS8
PPC / Values statement started at induction day is needed here / Read chapter 1.3 in Ellis or 1.2 in Brooks et al and add/re-write your values statement if any changes
Monday 11 September
4.00 – 6.00pm
QS/111 / PS: MSDS02/
MPGC06 / Resilience and Energy Management / To develop strategies to support resilience and energy management / TS8
PPC / Refer to texts on PS reading list for well-being and developing resilience
Also read chapter 1.3 in Capel et al.
Tuesday 12
September
9.00- 10.00 am
QS/111 / Clare McCluskey
PS:
MSDS02/MPGC06 / Introduction to the library and subject resources / To highlight range of resources available in the library
To highlight how resources are used at postgraduate level
To begin using Moodle as a resource / TS8
Tuesday 12 September
10.00 am / Enrolment / All students need to take some form of photo ID, their enrolment certificate and DBS certificate (non-salaried students only)
Tuesday 12 September
1 - 4pm
QS/111 / Sue Shipon
PS;
MSDS02/MPGC06 / Understanding the importance of safeguarding within schools
Child Protection / To consider your roles and responsibilities with regard to safeguarding and child protection
To consider a range of scenarios related to child protection issues and responses to these / TS1
Part 2: PPC / Prior to session read chapters 20 and 24 in Brooks et al. / Complete the introduction to basic awareness training on safeguarding (details on Moodle)
Wednesday 13 September
9-11 am
Independent study at YSJU / Student teachers to familiarise themselves with CDF (course documentation folder)
Subject knowledge audit: preparation for subject teaching / Complete subject knowledge audit
Students to develop a presentation / TS3
Part 2:PPC / Prepare a 2-3 minute presentation on either of the following questions:
· Why do you want to teach?
· Why do you want to teach your specific subject?
What subject specific concept interests you the most? Why? / Construct action plan based on subject knowledge audit
Reflective Learning Journal (RLJ) entry
Wednesday 13 September
1 – 4 pm
QS/111 / KP
PS:
MSDS02 / Introduction to Professional Studies. Aims of course etc. – what do schools want from today’s teachers; meeting those expectations
Aims of Education session 1
Education past/present and today’s agenda (introduction of Academies and implications etc.) / To understand the aims and expectations of the course
To know the 2 modules of the course and the assessments involved
To consider your own views and experiences of the education system
To consider the key issues, opportunities and challenges for new teachers
To understand how the education system has evolved
To understand what the National Curriculum is and the rationale behind this
To consider the impact of national initiatives on pedagogy and raising standards
To understand how these initiatives interrelate and their impact on teaching, continuity and progression / TS2
TS3
TS5
TS6
TS7
Part 2:PPC / Read at least one of the following and write key learning points in RLJ:
Brooks et al chapters 2 and 26
Capel et al chapter 7.1
Read at least one of the following and write key learning points in RLJ:
Brooks et al chapter 1.3
Capel et al chapter 7.2 / Review the aims of education from the National Curriculum/QCA
In your RLJ write down what you think of these aims and how these might impact on your teaching
Group activity on national initiatives
4 – 5 pm
QS/111 / KP
PS:
MSDS02 / Educational Rationale and Pedagogical Practice / To consider why an educational rationale matters
To explore how and educational rationale affects the role of the teacher
To begin to explore your own educational rationale in regard to pedagogical practice / TS5
Part 2: PPC / Capel et al unit 7.1 / Write a statement of your own educational philosophy with consideration of how this will impact on pedagogical practice
Thursday 14 September
All day / Induction day at base school
Friday 15 September
9-12 noon
This session will be at Manor CE Academy / ETSA staff
PS:
MSDS02/
MPGC06 / Personality profiling to support teaching and learning / To focus on identifying personalities/characteristics to support improved professional practice and communication and support learning and teaching. / TS8
Part 2: PPC / **Hand in of Primary Placement critical report Friday am at start of morning session**
Friday 15 September
PM / PS:
MSDS01/
MPGC03 / Independent Study:
Familiarisation time for the CDF (course documentation folder) with focus on evidence to meet the standards
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Date/Time/Room / PS/SS / Subject / Staff / Focus of Session / Learning Objectives / Standard(s) / Reading and Preparation / SOL
Monday 18
September 2017
9-12 noon
NW/006 / PS / MSDS01/
MPGC03 / KP
JEC / Understanding How Children Learn – Key Learning Theories / To appreciate the developmental nature of learning
To know key ideas about how children learn from major theorists in this field such as Piaget, Gardner, Vygotsky, Maslow
To begin to develop an understanding of how cognitive development relates to learning styles / TS2
TS5
TS7 / Read at least one of the following:
Brooks et al chapter 2.4
Capel et al chapter 5.1
Ellis chapter 4
Hoult chapter 2
Pollard chapter 7 / Having looked at how brain research and the work of Gardner can impact on teaching and learning, now look at other theories we have covered and consider in detail how they would impact on teaching and learning. Record ideas in RLJ.
Monday 18
September
1 – 3 pm
NW/006 / PS / MSDS01/
MPGC03 / Kate Allott / Transition 1: Session on Phonics and early reading / To reflect on what has been learnt during the primary placement (SE1)
To extend and develop understanding of phonics / TS3 / Bring primary placement information to the session / Read chapter 3.4 in Capel et al.
Consider other issues related to transition for your subject area/ Reflective Learning Journal (RLJ) entry
Monday 18 September
3.30 – 5pm
FT/216
4pm – 5.30pm
FT/207 / PS / MSDS01/
MPGC03 / Digital team / How to use Mahara to support development of your Personal Development Portfolio
Exemplar PDP / To introduce the use of Mahara to support development of your Personal Development Portfolio
To set up individual portfolio
Tuesday 19
September
9 – 12 noon
TW/108 / SS / PE
SK day 1
YSJ staff / TBC / Aims of Education session 2: related to subject specialism
What is PE?
· Aims of the subject
· Historical context of the subject
· Current curriculum (new National Curriculum)
· Attributes of PE specialist
· Understanding of the 6 curriculum areas (Breath and depth)
· The position of PE in the wider curriculum
· Understanding of the role of extra curricular
· Subject specific pedagogy / To understand how the subject has changed and developed over time and the implications of current developments and initiatives
To consider what constitutes PE as a subject
To explore the professional attributes of an PE specialist
To develop an understanding of how the PE curriculum contributes to pupils’ social, moral and spiritual understanding. / TS3
TS1 / http://www.afpe.org.uk/index.php
Green, K & Hardman, K (2005) Physical Education Essential Issues, London: Sage
Green K. (2008) Understanding Physical Education. London: Sage
Kirk, D (2010) Defining Physical Education. Nature, Purpose and features. Physical Education Matters, 5 (3), 13-18 / Critical reading log – preparation for critical study
Tuesday 19 September 2017
1 – 4pm
TW/108 / SS / PE
SK day 1
YSJ staff / TBC / Transition session 2: Issues related to Physical Education / To understand what constitutes PE teaching at KS1&2
To develop an overview of where KS1&2 fit within the PE NC
To develop understanding of KS1 &2 curriculum and the links to KS3 curriculum
To understand the application and use of transition data / TS3
TS6
TS7 / NC documents KS1 and2
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239040/PRIMARY_national_curriculum_-_Physical_education.pdf
NC documents KS3
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239086/SECONDARY_national_curriculum_-_Physical_education.pdf / To reflect on their research and report on an aspect of PE/literacy observed during primary placement
Wednesday 20
September
9 – 12 noon
DG/125 / PS / MSDS01/MPGC03 / KP / Curriculum Planning session 1 – overview of the key principles of planning / To understand the importance of detailed planning and how it impacts on learner’s progress and behaviour
To understand the key aspects of short, medium and long term planning and the progression between these levels of planning
To consider the key elements of effective lesson planning
To begin to consider how different learner’s needs can be planned for
To introduce the principle of educational inclusion and curriculum entitlement
To consider strategies for supporting learners with SEN/AEN
To consider how to plan to ensure effective progression
To consider key principles in evaluating learning
To consider the importance of reflecting on the effectiveness of lessons in relation to pupil progress / TS2
TS4
TS5 / Read at least one of the following:
Brooks et al chapter 13
Capel et al chapter 7.2
Ellis chapter 5
Hoult chapter 4
Kyriacou chapter 2
Pollard chapter 9 / Write key learning points from today’s sessions and reading in RLJ
Wednesday 20 September
1 – 5 pm
DG/125 / PS / MSDS01/
MPGC03 / KP / Effective Teaching & Learning Strategies session 1: key principles
Relating Learning Theories & Styles to Pedagogic Practice
M level assignment briefing / To understand what makes an effective teacher and leader in the classroom
To consider what makes teaching and learning effective
To consider what is best practice in the classroom
To begin to reflect on how professional values impact on teaching and learning
To understand the interaction between theories about learning and pedagogic practice
To be able to explain to others the theories related to learning and teaching
To understand how teaching styles need to relate to learning styles/strategies
To explore a range of teaching and learning styles and introduce the concept of scaffolding in learning
To begin to consider your own pedagogy in relation to key learning theories / TS1
TS2
TS4
TS5
TS7 / Read at least one of the following:
Ellis chapter 5
Kyriacou chapter 1
Pollard chapter 13
Read the following:
Capel et al chapter 5.3 / Write key learning points from session and reading in RLJ
Thursday 21 September
All day / Induction day at base school
Friday 22 September
9 – 12 noon
DG/120 / SS / PE / ETSA staff / To understand the importance of preparation and structure to create a safe learning environment / To consider the following:
-Lesson structure
-Organisation of space, students and equipment
-Preparing pupils- warm ups
-Resources
-Risk assessments/Health & Safety / TS1
TS4
TS7 / Harris, J. and Elbourn, J. (2002) Warming Up and Cooling Down. Leeds: Human Kinetics.
Capel, S. and Whitehead, M. (2009). Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. (Learning to Teach Subjects in the Secondary School Series). London: Routledge.
Friday 22
September
1 – 2pm
QS/111 / PS / MSDS01/
MPGC03 / KP / Introduction to differentiation / To consider the different strategies that can be used to support pupils of different abilities. / TS4
Friday 22
September
2 – 4pm
QS/111 / PS / MSDS01/
MPGC03 / KP / Planning a lesson – practicalities and progress / To practice using the lesson plan framework and to consider how resources can be used to support progress for all ranges of ability / TS4
Student teachers in base schools from Monday 25 September to 22 December 2017 (except for Wednesdays)
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