module handbook - university of greenwich · 2019-09-25 · 2 | p a g e 1. welcome to the module...

MODULE HANDBOOK

2019/2020

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Contents Page No. 1. Welcome to the Module 2. Key Contacts Page 4 3. Key Module Specification Details Page 4 4. Employability Skills Gained Page 6 5. Schedule of Teaching and Learning Activities Page 7 6. Assessment Tasks Page 21 7. Core Text Page 31 8. Additional Module Specific Information and Costs Page 32 9. Glossary of Terms Page 32

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1. Welcome to the Module Welcome to the University of Greenwich and the PGCE Secondary Physical Education module. This module handbook contains the information which will help you to understand the main structures of the Secondary PE Teacher Training programme. As with all programmes within the University, the Teacher Training programme is composed of “modules”. Each has its own aims and learning outcomes, and each has assessment items. For Secondary PE the modules are: TEAC 1168/1169 (Subject knowledge and Pedagogy, level 6 and 7). This handbook is subject to change and there will be further information and guidance on the University portal as well as amendments and updates from time to time. There are also separate handbooks for Professional Studies (PS) (Acad1421/1422), Trainee and Mentor Hand books and a Placement Guide. Copies of all guides can be downloaded from our Secondary Partnership website (https://www.gre.ac.uk/eduhea/secondary/ite). The Placement Guide is also available on Moodle. There is also a Student Programme Handbook for that is available on Moodle. Each placement is a separate module and each must be passed to progress to the next phase of the placement:

Placement A – TEAC1159

Placement B1 – TEAC1160

Placement B2 – TEAC1161 You will also complete an online Professional Portfolio (InPlace), this enables all trainees to assemble and evaluate materials from all modules, and it provides opportunities for professional reflection and a means of gathering a central evidence base for the Teacher’s Standards for the award of Qualified Teacher Status (QTS). There is an extensive range of information and guidance on the University of Greenwich website. Approximately one-third of your teacher training module time will be spent at University while the rest will be at school. Of the time that you spend at University approximately one-fifth will be dedicated to the Professional Studies module while the rest will focus on various aspects of your Secondary Physical Education specialism. The Teacher Training calendar specifies the days that are dedicated to the different strands of your module. You are expected to attend ALL University based sessions, a record of attendance and punctuality is kept and the information will be reflected in any references that are written. If for any reason you

are unable to attend you must contact Dr Sam Coombes ([email protected]). This also

applies when you are on School Placement when you must ALSO inform your Placement School and your module tutors. The one-year Teacher Training programme is a very demanding programme – both in terms of practical teaching in school, and the many new ways of thinking, discussing and reflecting that will be needed for training sessions. You may find the written work difficult if you are more used to a technical context, or if English is not your first language. You may find speaking and careful listening is more challenging in the school and University context, and you will probably find that the Physical Education elements that are learnt today have a different emphasis from when you were at school. This programme is designed to take account of these problems and to build your confidence, but it is very important to ask for clarification, seek guidance or specific help if you are struggling. Others will probably have the same questions and concerns and you will not be alone. The demands are worth it! Teaching PE to young people can be a fulfilling and rewarding career. Good Luck! Dr Sam Coombes

https://www.gre.ac.uk/eduhea/secondary/ite

mailto:[email protected]

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This handbook provides essential information that you will need during your undertaking of this module. It is not intended to be exhaustive, but should help you to see at a glance key information about the module such as the aims and learning outcomes, the proposed schedule of delivery, assessment details, reading list and any additional resources that will be needed by you. Please ensure that you familiarise yourself with its contents.

The university will do all that it reasonably can do to provide educational services to support your learning. Sometimes circumstances may mean that we cannot provide such educational services or that the university has too withdraw or change aspects of this module and/or student services detailed in the information you have been provided with by the university. This might be because of, for example:

industrial action by university staff or third parties;

the unanticipated departure or absence of key members of university staff;

acts of terrorism;

the acts of any government or local authority;

academic changes within subject areas; or

where the numbers expected on a module are so low that it is not possible to deliver an appropriate quality of education for students enrolled on it.

In these circumstances, the university will take all reasonable steps to minimise the resultant disruption to those services and to affected students, for example by making reasonable modifications, but to the full extent that it is possible under the general law, the university excludes liability for any loss and/or damage suffered by any applicant or student as a result of these circumstances. The modifications we make may be to:

the content and syllabus of modules, including in relation to placements;

the timetable, location and number of classes;

the content or method of delivery of your module;

the examination process; and

the timing and method of assessment

Many of the changes that we make are in response to feedback from students and are intended to improve the experience of students and student outcomes. In making any changes, the university will aim to keep significant changes to the minimum necessary and will notify and where reasonably possible also consult with you in advance about any significant changes that are required. A list of changes made in response to trainee feedback and external examiners report from 2018-2019

You said … So this year…..

More practical sessions We will run more practical sessions on a range of different activity areas

Clarity with Professional Studies assignments

Professional Studies will have 1-2-1 support sessions from tutors

Improve InPlace Our new InPlace software programme will have a dedicated staff member to support enquiries.

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2. Key Contacts The list below summarises the contact details of key individuals relevant to this module.

Module Leader: Sam Coombes Location: Mary Seacole Room 207 Email: [email protected]

Tel: 020 8331 9221 Office hours: Mon-Fri, 9am-5pm. Note

that due to school-based observations throughout the course these times and days may vary, always email to confirm appointments.

Module Instructor: Alison Saridogan Location: Mary Seacole Room 207

email:[email protected]

Tel:020 8331 9221 Office hours: Part-time 2 days per

week. Note that due to school-based observations throughout the course these times and days may vary, always email to confirm appointments.

External Examiner: Candice Lingam-Willgoss

3. Key Module Specification Details School/Department: Department of School of Teaching Education Professions in the Faculty of Education, Health & Wellbeing Number of Credits: 45 Term of delivery: Terms 1,2 & 3 Site of delivery: Mansion Site, Avery Hill Campus TEAC 1168 (Level 7) Pre-requisites/Co-requisites: None Aims: To enable trainees to: • to extend professional knowledge, scholarship and understanding in relation to Physical Education • to critically examine and reflect on the place of Physical Education in the curriculum • become flexible and creative PE practitioners who are confident working in schools and other education contexts

• be proactive in developing the necessary breadth and depth of knowledge to be an effective PE teacher in the secondary school context

• understand the ways that pupils learn and to develop the necessary pedagogical skills to bring about progression in learning within PE • develop intellectual curiosity and enthusiasm for their subject

Learning Outcomes: 1. Demonstrate how they have developed their subject knowledge and pedagogy and how research has informed their understanding of different approaches to teaching PE. 2. Critically evaluate the statutory curricula and centralised initiatives at Key Stages 3, 4 and post-16.

3. Critically analyse the respective roles of teachers, institutions, and policy in education provision. 4. Critically evaluate the effectiveness of different approaches to teaching and apply good subject knowledge to make imaginative pedagogical choices to ensure high levels of learning and engagement in teaching Physical Education across the secondary age range. 5. Use their knowledge of educational theories and research to devise original and creative solutions to current issues in teaching Physical Education.

tel:020

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6. Critically evaluate significant theories of teaching, learning, motivation and assessment in relation to observed practice to underpin commitment to making Physical Education accessible to all.

TEAC1169 (Level 6) Pre-requisites/Co-requisites: None

Aims To enable trainees to: • to extend professional knowledge, scholarship and understanding in relation to Physical Education

• to critically examine and reflect on the place of PE in the curriculum

• become flexible and creative PE practitioners who are confident working in schools and other education contexts • be proactive in developing the necessary breadth and depth of knowledge to be an effective teacher in the secondary school context • understand the ways that pupils learn and to develop the necessary pedagogical skills to bring about progression in learning within PE

• develop intellectual curiosity and enthusiasm for their subject

Learning Outcomes On successful completion of this course a student will be able to: 1. Demonstrate how they have developed their subject knowledge and pedagogy. 2. Evaluate the statutory curricula and centralised initiatives at Key Stages 3, 4 and post-16. 3. Apply appropriate subject knowledge and pedagogy to enable the effective teaching of PE

across the secondary age range.

4. Plan for progression across the age and ability range, designing effective learning sequences within lessons and over time. 5. Analyse the respective roles of teachers, educational institutions and communities in education. 6. Evaluate significant theories of teaching, learning, motivation and assessment in relation to observed practice.

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4. Employability Skills Gained Through successful completion of the module, students will demonstrate some of the qualities and transferrable skills necessary for employment requiring the exercise of some personal responsibility, prioritizing, time management and organization skills. They will also communicate accurately and demonstrate sound knowledge of the basic concepts of the subject. This will be assessed through the completion of Subject Knowledge Audits, Interim GCSE and BTEC examination papers in PE and Sport, Assignments and Evidence Portfolios. Meeting the Teachers’ Standards define the minimum level of practice expected of trainees and teachers from the point of being awarded qualified teacher status (QTS). The Teachers’ Standards: Ensuring Trainee Progress booklet provides typical indicators for trainees. You can find out more about the Greenwich Employability Passport online

https://www.gre.ac.uk/articles/ils/greenwich-employability-passport-for-students Information about the Career Centre is also available online

https://www.abintegro.com/public/career-transition-and-job-search You can log on to the Career Centre with your Portal ID and Password

https://orca.gre.ac.uk/cas/login?service=https://idp.gre.ac.uk/oala/auth.php

https://www.gre.ac.uk/articles/ils/greenwich-employability-passport-for-students

https://www.abintegro.com/public/career-transition-and-job-search

https://orca.gre.ac.uk/cas/login?service=https://idp.gre.ac.uk/oala/auth.php

.

5. Schedule of Teaching and Learning Activities These sessions may be subject to change

University of Greenwich Academic Calendar – 2019-2020 Monday Tuesday Wednesday Thursday Friday

0

Term

One

Mon 9 Sept 2019

Induction

Welcome

Ice breaker

(factors and

multiples game)

Expectations

Professionalism

Pre-module tasks

Induction

What makes an

effective and

successful

teacher and

lesson

What is the

difference

between a

learning

objective and a

learning

outcome?

Introduction to Lesson Planning

(AM) - SRC

Acquiring and

developing

Selecting and Applying

Evaluating and

Improving

Knowledge of Health

and Fitness

Verb, Context , Quality

Differentiation

Teaching Style

Learning Activities

Useful texts:

Learning To Teach PE in Secondary School, Susan Capel. Routledge Falmer Publishing

First practical session in DANCE with Alison Saridogan

Plier (to bend),

Étendre (to stretch), Relever (to rise),

Glisser (to slide or glide), Sauter (to jump),

Élancer (to dart),

Tourner (to turn

Introduction to Assignment

1

(AM) - SRC

Discussion on

philosophies of PE

(Practical Vs

Theory)

The value of PE

Knowledge of

Health and Fitness

Is PE the way to

tackle childhood

obesity ?

Activities

1

Mon 16 Sept 2019

Initial Needs Analysis and Gymnastics with Roz Hornsby

Second practical session in DANCE with Alison Saridogan

Health and Safety for Outdoor trips and fixtures in PE Safe Practice in PE and School P

OAA :- Bude Cornwall

Rock Climbing

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Forward Roll.

Backward Roll

Handstand

Cartwheel

Round-Off

Front Walkover

Back Walkover

Handstand Forward Roll

Plier (to bend),

Étendre (to stretch), Relever (to rise),

Glisser (to slide or glide), Sauter (to jump),

Élancer (to dart), Tourner (to turn

Sport (baalpe) Published by Coachwise Business Solutions People Context Organisation

Abseiling

Team building

Communication development

Leadership skill development

Surfing

Windsurfing

2

Mon 23 Sept 2019

OAA :- Bude Cornwall

Rock Climbing

Abseiling

Team building

Communication development

Leadership skill development

Surfing

Windsurfing

Canoeing

Kayaking

Water Polo

Coasteering

Zip Line

Organisation of young

Lesson Planning for OAA in schools

Misconceptions

Prior knowledge

Differentiation

(scaffolding,

stretch and

challenge)

Assessment for

learning

Measuring

student progress

Choosing

appropriate

resources

Developing Schemes of Work for OAA.

I Misconceptions

Prior knowledge

Differentiation

(scaffolding, stretch and

challenge)

Assessment for learning

Measuring student

progress

Choosing appropriate

resources

P

(AM) Tom Bird from Longfield Academy sharing good practice regarding: Behaviour Management – tips and discussions about real life experiences and how to deal with situations.

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people

Health and Safety

Creating risk assessments

3

Mon 30 Sept 2019

Gymnastics with Roz Hornsby

Forward Roll.

Backward Roll

Handstand

Cartwheel

Round-Off

Front Walkover

Back Walkover

Handstand Forward Roll

Stress less, Achieve more – Resilience workshop (AM) – Placement A (PM) -

Protocols

Expectations

Observation task

booklet

Classroom

behaviour audit

School Experience Days Fill out the university timetable pro-forma and email it through to SRC.

SE Do not forget that you have an Observation Tasks Booklet to complete over the next few weeks that you need to bring with you on Monday 22nd October. Make sure you have asked the class teacher who is being observed if they do not mind you doing so and get them to sign this off at the end of the lesson. Remember to be professional when recording your information and non-judgemental.

SE Remember your Observation Task Booklet.

4

Mon 7 Oct 2019

P





5 Mon 14

Questioning (AM) –

Types of SE Remember your

SE Remember your Observation

SE Remember your

SE Remember your

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Oct 2019

questioning

Purpose of

questioning

Questioning to

generate

discussion

Using responses

to probe and

challenge

understanding

Observation Task Booklet.

Task Booklet. Observation Task Booklet.

Observation Task Booklet.

6

Mon 21 Oct 2019

Feedback from Literature Reviews Safeguarding training (PM) 1-5

Plan for your 15 minute micro teaching session tomorrow ( Evidence Bundle 1 Classroom Behaviour Management Audit. Shadow a pupil for a day and complete the Classroom Behaviour Management Audit. Micro-Teaching sessions

7

Mon 28 Oct 2019 P

School Experience Days Ask class teacher or mentor to complete the Classroom Management Behaviour Audit on your classes for 2 weeks and respond and act on feedback.

You MUST observe your timetabled observation lesson every day! Observing good practice or focusing on how they deal with areas that have been flagged up as your developmental areas.



8

Mon 4 Nov 2019

Developing GAMES understanding through TGfU and Technical Models

You MUST observe your timetabled observation lesson every day! Observing good practice

You MUST observe your timetabled observation lesson every day! Observing good practice or focusing on how they

You MUST observe your timetabled observation lesson every day! Observing good practice

You MUST observe your timetabled observation lesson every day! Observing good practice or

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or focusing on how they deal with areas that have been flagged up as your developmental areas.

deal with areas that have been flagged up as your developmental areas.

or focusing on how they deal with areas that have been flagged up as your developmental areas.

focusing on how they deal with areas that have been flagged up as your developmental areas.

9

Mon 11 Nov 2019

Lesson Planning for GAMES

Misconceptions

Prior knowledge

Differentiation

(scaffolding,

stretch and

challenge)

Assessment for

learning

Measuring

student progress

Choosing appropriate resources





10

Mon 18 Nov 2019 P





11

Mon 25 Nov 2019

Lesson Planning for GYMNASTICS – RH

Misconceptions

Prior knowledge

Differentiation

(scaffolding,

stretch and

challenge)

Assessment for

You MUST observe your

timetabled observation

lesson every day!

Observing good practice

or focusing on how they

deal with areas that have

been flagged up as your

developmental areas.


timetabled observation lesson

every day! Observing good

practice or focusing on how they

deal with areas that have been

flagged up as your




lesson every day!








lesson every day!

Observing good practice or

focusing on how they deal

with areas that have been

flagged up as your


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learning

Measuring

student progress


12

Mon 2 Dec 2019



lesson every day!








lesson every day!











flagged up as your




lesson every day!








lesson every day!




flagged up as your


13

Mon 9 Dec 2019



lesson every day!








lesson every day!











flagged up as your




lesson every day!








lesson every day!




flagged up as your


14

Mon 18 Dec 2019



lesson every day!








lesson every day!






You MUST leave all data with

the school whereby a child or

teacher is easily identifiable

(pictures of students,

assessment data with

student’s names on, SEND

information etc.). Ask if you

are not sure.

15

Mon 23 Xmas

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Dec 2019

16

Mon 30 Dec 2019

17

ITW

Mon 6 Jan 2020

Peer/Progress Reviews & Target Setting

Lesson Planning for DANCE –

Misconceptions

Prior knowledge

Differentiation

(scaffolding, stretch

and challenge)

Assessment for

learning

Measuring student

progress

Choosing appropriate

resources

Lesson Planning for SWIMMING

Misconceptions

Prior knowledge

Differentiation


challenge)


Measuring student

progress

Choosing appropriate resources P

Mathematics in PE- Guest Lecturer N. Varley (Farringdons)

18

Term

2

Mon 13 Jan 2020

Developing theoretical knowledge for GCSE PE and BTEC.

Working

with Head of

PE from

Leigh

Academy

and Head of

PE from

Townley

Developing theoretical knowledge for GCSE PE and BTEC.

Working with Head of

PE from Leigh

Academy and Head of

PE from Townley

Grammar

Practical SWIMMING

Misconceptions

Prior knowledge

Differentiation


challenge)


Measuring student

progress


School Experience Days Induction Day

Fill out the university timetable pro-forma and email it through to SRC

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Grammar

19

Mon 20 Jan 2020

Personality based training to understand interactions between staff and pupils (behavior management with a twist)

Effective

lesson

planning

Small group

work

Paired

teaching

Evidence Bundle Discussion




practice or focusing on how

they deal with areas that have








flagged up as your




lesson every day!








lesson every day!




flagged up as your


20

Mon 27 Jan 2020 P

Ask class teacher or mentor to complete the Classroom Management Behaviour Audit on your classes for 2 weeks and respond and act on feedback.






flagged up as your




lesson every day!








lesson every day!




flagged up as your


21

Mon 3 Feb 2020

Assessment for Learning in PE. Discussion on how we assess practical ability and theoretical

You MUST observe your timetabled observation lesson every day! Observing good practice or focusing on how they deal with areas that have been flagged up as your






flagged up as your



lesson every day!






lesson every day!




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knowledge. Diagnostic, Ipsative, formative and summative

developmental areas. developmental areas. been flagged up as your


flagged up as your


22

Mon 10 Feb 2020 P













flagged up as your




lesson every day!





developmental areas. Careers Fair (1 – 4 pm)

23

Mon 17 Feb 2020 R R

Improving children’s literacy through PE

Improving children’s ICT through PE

Improving children’s science understanding through PE

24

Mon 24 Feb 2020

Practical

session

involving

multi-skills,

transferable

adapted

games and

net games













flagged up as your




lesson every day!








lesson every day!




flagged up as your


25

Mon 2 Mar 2020

P













lesson every day!





lesson every day!



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been flagged up as you

r developmental areas.

flagged up as your






flagged up as your


26

Mon 9 Mar 2020

Practical

session

involving

multi-skills,

transferable

adapted

games and

net games













flagged up as your




lesson every day!








lesson every day!




flagged up as your


27

Mon 16 Mar 2020 P













flagged up as your




lesson every day!








lesson every day!




flagged up as your


28

Mon 23 Mar 2020














flagged up as your




lesson every day!








lesson every day!




flagged up as your


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29

Mon 30 Mar 2020














flagged up as your




lesson every day!








lesson every day!




flagged up as your


30

Mon 6 Apr 2020

Easter 31

Mon 13 Apr 2020

32

Mon 20 Apr 2020 BH

Progress Reviews Evidence Bundle Checks and progress checks

Practical ATHLETICS

Misconceptions

Prior knowledge

Differentiation


challenge)


Measuring student

progress

Choosing appropriate resources P

Lesson Planning for ATHLETICS

Misconceptions

Prior knowledge

Differentiation

(scaffolding,

stretch and

challenge)

Assessment for

learning

Measuring student

progress


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33

ITW

Mon 27 Apr 2020














flagged up as your




lesson every day!








lesson every day!




flagged up as your


34

Term

Thre

e

Mon 4 May 2020 BH













flagged up as your




lesson every day!








lesson every day!




flagged up as your


35

Mon 11 May 2020














flagged up as your




lesson every day!








lesson every day!




flagged up as your


36

Mon 18 May 2020

You MUST observe your timetabled observation lesson every day! Observing good practice or focusing












flagged up as your



lesson every day!






lesson every day!




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on how they deal with areas that have been flagged up as your developmental areas.

developmental areas. developmental areas. been flagged up as your


flagged up as your


37

Mon 25 May 2020 BH R R P 1-2-1 tutorials

38

Mon 1 Jun 2020

You MUST observe

your timetabled

observation lesson

every day!

Observing good

practice or focusing

on how they deal

with areas that have

been flagged up as

your developmental

areas.













flagged up as your




lesson every day!








lesson every day!




flagged up as your


39

Mon 8 Jun 2020

You MUST observe

your timetabled

observation lesson

every day!

Observing good


on how they deal


been flagged up as

your developmental

areas.













flagged up as your




lesson every day!








lesson every day!




flagged up as your


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40

Mon 15 Jun 2020

You MUST observe

your timetabled

observation lesson

every day!

Observing good


on how they deal


been flagged up as

your developmental

areas.













flagged up as your




lesson every day!








lesson every day!




flagged up as your


41

Mon 22 Jun 2020 Updating and organising paperwork in preparation for sign off day.

45

Mon 20 Jul 2020

24th July 2020 Assignment Resubmission Date

6. Assessment Tasks Assessment Details

All trainees are registered on the L7 (TEAC1168) programme. Transferring to Level 6 (TEAC1169) Programme You will complete written work for your subject sessions and a formative assessment of a literature review for your first assignment is to be submitted to your subject leader via Turnitin on Moodle. This will allow your subject lead to assess your written work and discuss with you the most appropriate level of programme for you. At this time, you can choose to re-register at Level 6. It is important to discuss the potential consequences of changing programme. If you wish to re-register at Level 6, please discuss your decision with your subject leader then contact the Programme Leader. Return of marked work with feedback will normally be given up to 15 working days after the due date indicated. In exceptional circumstances where you experience a delay in receiving this then you will be informed by the tutor. For further information around assessments, please refer to the Student Handbook.

Methods of SUMMATIVE Assessment

Assignment 1 (Ass. 1) Assignment 2 (Ass. 2)

Due date Literature Review Ass.1 14/10/19 (11.30 pm) Assignment 1: 10/01/2020 (11.30 pm)

Assignment 2: 06/03/2020 (11.30 pm)

Nature of FORMATIVE assessment supporting student learning

Literature review for Assignment 1 provides formative feedback on the standard and quality of the academic writing Progress on academic assignments discussed in progress reviews Tutorials arranged with subject tutor as required Detailed feedback on assignments informing future academic writing Generic group feedback on assignments informing future academic writing

Outcome(s) assessed by summative assessment (Please use the numbers above to refer to these)

1-6 1-6

Grading Mode Pass/fail Pass/fail

Weighting % 50% 50%

Pass Mark Pass Pass

Word Length 2,000-2,500 2,000-2,500

Outline Details Essay Essay

Last Item of Assessment Assignment 2

Are students required to pass all components in order to pass the module? YES

Reassessment due date of failed assignments 24/07/2020 (11.30pm)

Students to arrange one to one tutorial session(s) with their tutor to support them with their failed academic assignments. Use feedback given from formative comments made on assignments. Students are encouraged to seek support from the study skills centre and their peers for further support.

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ASSIGNMENT 1 – TEAC1168/1169

This assignment is designed to provide you with the opportunity to review the current position with regard to secondary Physical Education in this country, to justify the value and position of PE within the National Curriculum and to begin to shape your own informed philosophy of its contribution to the inclusive education of all pupils. Use the following statement as a structure to present your understanding of these concepts; “A well-planned, child-centred, programme of Physical Education that is ‘broad, balanced and differentiated’ has an important contribution to make in a curriculum that aims to provide an inclusive and holistic education for all young people in secondary education in this country.” Note:- PE is not elite sport and nor is it coaching children to be elite in one sport. Your assignment can discuss theories of coaching vs teaching and importantly should discuss the inclusive nature of PE and how it aims to progress the learning of all pupils in activity and sport.

Criteria

Provide a well-supported working definition of inclusive and holistic education and development in Secondary Schools.

Discuss the place of Physical Education within the National Curriculum, in relation to the above statement, in terms its potential contribution to the overall development of young people in secondary schools.

Review academic journals and selected key texts and indicate how your reading has either confirmed or changed your understanding of the place of Physical Education in secondary schools. It is important that your writing is underpinned by reading and research.

Comment on the extent to which your own school experiences differed from any key points which arise from your reading. This must be led through the literature (journals that you read).

Show an awareness of the unique qualities of the child-centred Physical Education experience and make explicit what you regard to be a ‘physically educated’ and ‘physically literate’ young person.

Demonstrate an initial grasp of the complexities and contested areas within the notion of appropriate PE provision.

Ensure that you present the full title (above) at the top of the first page of your assignment. It should be double-spaced and on one side of the paper. Fully reference your work and present your reference list as shown below.

Help with writing a critique:

Please be aware that all assignments will require you to link theory and practice that is, drawing upon

your own classroom experience as well as linking to relevant literature. You must also develop a critical

approach all through your essay, see guide below:

• Make comparisons between different approaches drawing upon literature you have read

and make relevant conclusions based on what you think e.g. from your practice. You may also

include evidence from your lesson.

• Weigh up alternatives if possible and make your own views known and link this to

relevant literature to strengthen your argument.

• Apply your own judgements, but support them with existing academic literature

• Make links between areas of knowledge- how does it relate to literature?

• Analyse why something did not work

• Evaluate/argue/contests- link this to relevant literature. Draw evidence from your practice

and compare views from different authors.

• Be ready to critique whatever you read. Do not always assume they are right even when

you have tried it, there may be different approach to it.

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ASSIGNMENT 2 – TEAC1168/1169

This assignment is intended to enable you to examine assessment and monitoring strategies and to provide you with the opportunity to research different forms of assessment and to present an analysis of their use in Physical Education in your ‘A placement’ and ‘B placement’ schools.

“…assessment in PE has often had a product focus and an interest in student management rather than specific learning. For assessment to have a learning focus, the where and how of learning in the subject (as compared to a singular focus on the ‘what’), must necessarily be articulated, consolidating the inter-dependence of assessment with curriculum and pedagogy” (Penney, Brooker, Hay and Gillespie, 2009). Think about how this statement is practically based. Can a student jump, throw, strike a ball? Rather than how can we assess that the student knows the processes to jump, throw or strike a ball. What does it mean to embed the learning of physical activities rather than just to see the end product? Use this statement to help you research different forms of assessment that are used in Physical Education. From your experiences in trialing different strategies in your placement schools, critically discuss the effectiveness of each in terms of their relationships with curriculum and pedagogy including pupil progress and achievement of learning outcomes.

Criteria

Provide your own title for your assignment, within the research and writing guidelines (shown above) and include it at the top of the first page.

Plan and present an overview of the main issues regarding the assessment of pupils in Physical Education. Consider different forms of assessment in relation to Diagnostic, Formative, Summative and Ipsative assessment models.

Demonstrate a sound understanding of the essential requirements of assessment within the National Curriculum for Physical Education and comparatively and critically analyse how well those requirements were met/are being met in your ‘A and B placement’ schools.

In the light of your experiences using assessment strategies in your placement schools, provide an analysis of different assessment systems in relation to their role and place within curriculum and pedagogy in Physical Education.

Ensure that you deal with information derived from your placement schools in an ethical manner. Ensure that you use pseudonyms for schools and individuals employed, or taught, within them.

Your assignment should be double-spaced and on one side of the paper. Fully reference your work and present your reference list as shown in the example below;

Penney, D., Brooker, R., Hay, P., and Gillespie, L. (2009). Curriculum, pedagogy and assessment: three message systems of schooling and dimensions of quality physical education. Sport, Education and

Society, 4, 14: 421 – 442.

Help with writing a critique:

Please be aware that all assignments will require you to link theory and practice that is, drawing upon

your own classroom experience as well as linking to relevant literature. You must also develop a critical

approach all through your essay, see guide below:

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Help with writing a critique………….

Make comparisons between different approaches drawing upon literature you presented and make

relevant conclusions based on what you think e.g. from your practice. You may also include

evidence from your lesson.

Weigh up alternatives if possible and make your own views known and link this to relevant

literature to strengthen your argument.

Apply your own judgements

Make links between areas of knowledge- how does it relate to literature?

Analyse why something did not work

Evaluate/argue/contests- link this to relevant literature. Draw evidence from your practice and

compare views from different authors.

Be ready to critique whatever you read. Do not always assume they are right even when you have

tried it, there may be different approach to it.

Level 6 grade descriptors Assessment choices: critiquing the teaching of a topic and a portfolio evidence to demonstrate progress of students (see module guide) Level 6 Physical Education PGCE

Criteria for assessment

Exceptional Excellent Very Good Good Satisfactory Fail

Assessment Domain 1: Content, Knowledge and Understanding

Systematic understanding of key aspects of the focused area including acquisition of coherent and detailed knowledge. An exceptionally strong and consistent evidence of critical evaluation of materials covered, and an exceptional understanding of the way key concepts presented relate to one another.

Excellent evidence of critical evaluation of materials covered, and an excellent understanding of the way key concepts presented relate to one another. Demonstrate excellent critical understanding of the chosen topic. Devises and sustains arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline)

Very good evidence of critical evaluation of materials covered, and a very good understanding of the way key concepts presented relate to one another, with some omissions. Demonstrate very good critical understanding of the chosen topic.

Provides some good evidence of critical evaluation of materials covered, and a good understanding of the way concepts presented relate to one another, with several omissions. Demonstrates a fairly good critical understanding of the chosen topic

Demonstrates a satisfactory level of understanding. There is some evidence of evaluation of materials covered, although this is more descriptive. Satisfactory understanding of the way concepts presented are related with clear omissions Some reference is made to background reading; it is limited in nature and draws on a restricted number of authors.

Shows little or no evidence of evaluation Lacks any evidence of understanding of the topic. The work is descriptive rather than analytical and does not demonstrate understanding of the way concepts presented relate to one another. There is no evidence of critical analysis needed at level 6.

Assessment Domain 2: Range and Relevance of Research Informed Evidence

An extensively wide range of current and appropriate literature is presented to support strong arguments and different perspectives, and an exceptional commentary and advanced scholarship. An exceptional ability to deploy established techniques of analysis and enquiry when researching the focused area.

An extensive range of current and appropriate literature is presented to support strong arguments and different perspectives, and an excellent commentary and strong scholarship. An excellent ability to deploy established techniques of analysis and enquiry when researching

A very good range of appropriate literature is used. Views are discussed and arguments presented with reference to this literature, and there is evidence of very good deployment of established techniques of analysis and enquiry. There is also evidence of very good commentary on aspects of current research and

Some good relevant reading is evident and demonstrates good understanding of the issues. There is evidence of some use of established techniques of analysis and enquiry. There is also some evidence of good commentary on aspects of current research and scholarship in the focused area

Satisfactory reference is made to background reading, but it is limited in nature and draws on a restricted number of authors. There is some limited evidence of techniques of enquiry. There is some evidence that the literature has helped to inform thinking and satisfactory evidence of use of some techniques of analysis when researching into the

There is a failure to engage with enough relevant literature and, where background reading is referred to there is little evidence that it has been understood. There is no understanding of the techniques needed for analysis or enquiry into the research area. Need to read much more widely and improve understanding in focused area and the

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the focused area. scholarship in the focused area

focused area. research that supports it.

Assessment Domain 3: Cognitive/ Intellectual Skills

An exceptional ability to devise and sustain arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline). An exceptional understanding of both the limits and the gaps in the knowledge available around the focused area. Very strong hypothesis presented and well-justified approaches to exploring this. Critically evaluate the research undertaken in the field.

An excellent ability to devise and sustain arguments and or solves problems, using ideas and techniques (some of which are at the forefront of the discipline). An excellent understanding of both the limits and the gaps in the knowledge available around the focused area. Very strong hypothesis presented and well-justified approaches to exploring this. Critically evaluate the research undertaken in the field

Demonstrates a very good ability to devise and sustain a clear argument. Very good understanding of some of the limits in the knowledge available around the focused area. Very good hypothesis presented and justified approaches to exploring this. In places very good in critically evaluating much of the research undertaken.

Demonstrates a good ability to devise and present a clear argument using understanding of knowledge gained around the focused area. Presents evidence of a clear hypothesis and at times justify approaches to exploring this. There is some good evidence of critical commentary in places on aspects of current research and scholarship, although it can be descriptive in places.

A satisfactory ability to present some elements of an argument using understanding of the knowledge gained around the researched area. Presents some evidence of a hypothesis and some exploration of this. There is satisfactory evidence of some critical commentary in places on aspects research, although it is too descriptive.

Little or no argument is provided to demonstrate understanding of knowledge available around the research area. Presents no real hypothesis and explored very little or no literature around this. There is very little (if any) critical commentary presented and research is descriptive rather than evaluated. Does not demonstrate level 6 criticality.

Assessment Domain 4: Communication, Organisation and Presentation

This assessment is exceptionally well structured and organised. The written English is of an extremely high standard and observes all academic conventions in style and content. The assessment flows exceptionally well which makes

Excellent structure and very well organised ideas. The written English is of a very high standard and the work observes all academic conventions in style and content. Excellent flow of assessment and frames appropriate

A very good structure with clear presentation and organisation of ideas. The work observes almost all academic conventions in style, content and is presented well, mostly using Standard English throughout. The majority of this work uses a style which flows well.

A good structure for the most part. The work observes many academic conventions in style and content and is mostly presented in Standard English, with some errors and omissions. Some sentence structure also needs revision, and this can affect the flow of work in places.

The structure is satisfactory overall but does need improvement. Many errors appear in the use of Standard English (possibly due to poor proof reading). The work does not flow well in several places and this affects clarity.

Little or no structure and the work is hampered by a significant number of errors in Standard English. It lacks academic style and does not flow well. Further proofreading clearly needed and additional support for academic writing.

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judgement and frames appropriate questions and identifies a range of solutions to a problem

questions to achieve a solution.

The student should refer themselves to study skills services for additional support in their writing.

Assessment Domain 5: Referencing, sourcing, acknowledging and coverage

Sources used are, without exception, acknowledged in the text and the reference list, using correct citation including online sources. Follows an exceptionally strongly professional approach to academic practice. All sources are primary sources

Sources used are all acknowledged in the text and the reference list, using correct citation including online sources. Follows an excellent, professional approach to academic practice. All sources are primary sources

Sources used are almost all acknowledged in the text and the reference list, mostly using correct citation including most online sources. A very good approach to academic practice. All sources are primary sources

Literature is not always correctly referenced within the text and/or reference list. Almost all sources are primary sources but there are some secondary sources

The assignment includes citations within the main body and has a reference list. However, this referencing is often inaccurate and/or there are some omissions. Reading list is short and limited and several secondary sources

The reference list has many errors in its layout or lacks a reference list. Many references in the main text are incomplete or incorrect and may be missing from the reference lists. Referencing system within the assignment (i.e. Harvard) has not been followed and you need further support with this.

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Level 7 grade descriptors

Assessment choices: critiquing the teaching of a topic and a portfolio evidence to demonstrate progress of students (see module guide) Level 7 Physical Education PGCE

Criteria for assessment

Exceptional Excellent Very Good Good Satisfactory Fail

Assessment Domain 1: Content, Knowledge and Understanding

Sophisticated and comprehensive knowledge of the subject area. Systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice. Ability in the appropriate use of the relevant literature, theory, methodologies, practices or tools to analyse and synthesise at Masters’ level.

An excellent comprehensive knowledge of the subject area. Systematic understanding of key aspects of the focused area, including acquisition of coherent and detailed knowledge. An excellent strong and consistent evidence of critical evaluation of materials covered, and excellent understanding of the relationship between theory and practice. Demonstrates excellent critical understanding at Masters’ level.

Very good evidence of critical evaluation of materials covered, and very good understanding of the relationship between theory and practice. Clear evidence of teaching, observations and research undertaken in the classroom, applied to practice and used to substantiate arguments, with few omissions. Demonstrates a very good critical understanding at Masters’ level

Good evidence of critical evaluation of materials covered, and a good understanding of the relationship between theory and practice. Clear evidence of teaching, observations and research undertaken in the classroom, applied to practice and used to substantiate arguments, with several omissions. Demonstrates a fairly good critical understanding at Masters’ level.

Demonstrates a satisfactory level of understanding of key concepts. There is some evidence of evaluation of materials covered, although this is more descriptive.

Some reference is made to background reading; it is limited in nature and draws on a restricted number of authors.

Satisfactory evidence of teaching, observations and research undertaken in the classroom, applied to practice and used to substantiate arguments

Lacks any evidence of understanding of the topic. There is no evidence of critical analysis needed at level 7. Shows little evidence of evaluation. The work is descriptive rather than analytical and does not demonstrate understanding of the relationship between theory and practice. Lacks evidence of teaching, observations and research undertaken in the classroom or applied to practice nor used to substantiate arguments

Assessment Domain 2: Range and Relevance of Research Informed Evidence

Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline, as well as to evaluate methodologies and develop critiques of them. Originality in the

A comprehensive range of current and appropriate literature is presented to support strong arguments and different perspectives, and an excellent commentary and strong scholarship. An excellent ability to deploy established

A very good range of current and appropriate literature is presented to support strong arguments and different perspectives, and very good commentary on aspects of current research and scholarship in the

Good range of current and relevant literature is evident and demonstrates good understanding of the issues. There is also some evidence of good commentary on aspects of current research and scholarship in the

Satisfactory reference is made to background reading, but it is limited in nature and draws on a restricted number of authors. There is some limited evidence of techniques of enquiry. There is some evidence that the literature has helped to inform thinking, and

There is a failure to engage with enough relevant literature and, where background reading is referred to there is little evidence that it has been understood. There is no real understanding of the techniques needed for analysis or enquiry into the research area.

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application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline. Exceptional level of criticality

techniques of analysis and enquiry when researching the focused area. Original analysis of key approaches and theories shows creativity in the application of knowledge and learning. Excellent level of criticality

focused area A very good ability to deploy established techniques of analysis and enquiry. Rigorous analysis of key approaches and theories shows creativity in the application of knowledge and learning.

Very good level of criticality

focused area. There is evidence of some use of established techniques of analysis and enquiry. Sound analysis of key approaches and theories shows creativity in the application of learning and knowledge. Good level of criticality

satisfactory evidence of use of some techniques of analysis when researching into the focused area, with omissions. Understanding of the key approaches and theories, shows creativity in the application of knowledge and learning, with omissions.

Need to read much more widely and improve understanding. Need to spend time researching and engaging with module materials to develop an understanding of the focused area and the research that supports it.

Assessment Domain 3: Cognitive/ Intellectual Skills

Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; where appropriate. Draw upon critical evaluation of current knowledge in the field to propose new hypotheses- originality and contribution to the field

Demonstrates critical analysis and synthesis of complex ideas and communicate their conclusions clearly to specialist and non-specialist audiences; where appropriate. Excellent hypothesis presented and well-justified approaches to exploring this. Critically evaluate the research undertaken in the field and contribute to knowledge.

Dealing creatively with ideas/issues is very good. Very good hypothesis presented and justified approaches to exploring this. In places very good in critically evaluating much of the research undertaken.

Dealing creatively with ideas/issues is good. Presents evidence of a clear hypothesis and at times justify approaches to exploring this. There is some good evidence of critical commentary in places on aspects of current research and scholarship, although it can be descriptive in places.

Dealing creatively with ideas/issues is satisfactory. Presents some evidence of a hypothesis and some exploration of this. There is satisfactory evidence of some critical commentary in places on aspects of the research, although it is too descriptive.

Shows little or no understanding of creativity in the application of knowledge and learning. Inadequate awareness of how to deal with ideas/issues creatively.

Presents no real hypothesis and explored very little literature around this. There is very little, or no critical commentary presented and research is descriptive rather than evaluated.

Assessment Domain 4: Communication, Organisation and Presentation

This assessment is exceptionally well structured and organised. Assured and highly articulate writing, observes all academic conventions in style and

Excellent structure and very well organised ideas. The written English is of a very high standard and the work observes all academic

A very good structure with clear presentation and organisation of ideas. The work observes all academic conventions in style, content and is

A good structure for the most part. The work observes many academic conventions in style and content and is mostly presented in

The structure is satisfactory overall but does need improvement. Many errors appear in the use of Standard English (possibly due to

Little or no structure and the work is hampered by errors in Standard English. It lacks academic style and does not flow well. Further proofreading

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content. The assessment flows exceptionally well which makes judgement and frames appropriate questions and identifies a range of solutions to a problem Scholarly style work which could provide the basis for future publication.

conventions in style and content. Excellent flow of assessment and frames appropriate questions to achieve a solution.

presented well, mostly using Standard English throughout. Most of the work uses a style which flows well. Frames appropriate question with solution.

Standard English, with some errors and omissions. Some sentence structure also needs revision, and this can affect the flow in places.

poor proof reading). The work does not flow well in several places and this affects clarity.

clearly needed and additional support for academic writing.

Incoherent writing style. The student should refer themselves to study skills services for additional support in their writing.

Assessment Domain 5: Referencing, sourcing, acknowledging and coverage

Comprehensive range of evidence used, acknowledged in the text and the reference list, using correct citation including online sources. Follows an exceptionally strongly professional approach to academic practice. outstanding in its breadth and depth and all sources are primary sources.

Sources used are all acknowledged in the text and the reference list, using correct citation including online sources. Follows an excellent, professional approach to academic practice. All sources are primary sources

Sources used are almost all acknowledged in the text and the reference list, mostly using correct citation including most online sources. A very good approach to academic practice. All sources are primary sources

Literature is not always correctly referenced within the text and/or reference list. Almost all sources are primary sources but there are some secondary sources

The assignment includes citations within the main body and has a reference list. However, this referencing is often inaccurate and/or there are several omissions. Reading list is short and limited and several secondary sources

The reference list has many errors in its layout. Many references in the main text are incomplete or incorrect and may be missing from the reference lists. Referencing system within the assignment (i.e. Harvard) has not been followed You need further support with this.

7. Reading Lists > Learning to teach Physical Education by Susan Capel ISBN: 9781138785991

> Becoming a Physical Education teacher by Gary Stidder

ISBN-10: 1138778281

ISBN-13: 978-1138778283

> The really useful physical education book Gary stidder and Sid Hayes

SBN-10 :- 0415498279

ISBN-13:- 9780415498272

> Physical education for Learning by Richard Bailey

ISBN-10: 1847065023

ISBN-13: 978-1847065025

> Understanding Physical education by Ken Green

ISBN-10: 1412921139

ISBN-13: 978-1412921138

> Improving Teaching and Learning in PE by Harvey and Long

ISBN: 9780335234066

8. Additional Module Specific Information and Costs Travel costs associated with the module will not be paid for. i.e. travel to and from school based subject sessions, placements and activity trips, that are integral to the module of study. Additional costs associated with the module, such as, sports clothing can be purchased in local sports shops or online for around £30-40 (plain polo top and shorts or tracksuit bottoms). The library will be able to inform you as to the cost of printing and photocopy. A mono page currently costs 5p.

9. Glossary of Terms

Pre-requisites/Co-requisites This describes the learning you are expected to have completed before starting the module or the learning (or other modules) that you should be undertaking alongside it.

Aims These define the overall educational purpose of the module

Learning Outcomes These are subject specific statements that define the learning that will be assessed during this module

Assessment Weight This refers to the proportion of the overall result for the module that is based on your performance in each of the assessment tasks

Appendix 1

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GDPR (The General Data Protection Regulation) Guidance for Trainees Familiarise yourself with the information on the Information Commissioner’s Office website (https://ico.org.uk/) and the policies and practices of your school/ setting as part of induction.

Dispose of any information that you hold where the original purpose it was intended or used for has gone or it is no longer needed. Clear emails regularly.

Treat confidential/ sensitive paperwork with the utmost care. If keeping documents, store them away securely. If disposing of documents use a shredder or confidential waste bin.

Remove non-compliant software from use, only use secure (password protected) platforms or systems for storing information. Avoid using memory sticks to store high risk data. If using memory sticks, ensure that they are encrypted.

Any GDPR data breaches may result in disciplinary action.

Data Handling Advice

THINK Before you work with or use data think:

What will I do with the data; will I be sharing it and where will it be kept? Does it need to be kept?

How will I keep it safe? Don’t leave information lying around. If away from your workspace, lock or shut down your computer and ensure hardcopy documents are not left out for others to see.

CHECK Before you use, send by email or print information of any kind be clear about:

Whether individuals who provided the data have given their consent for it to be shared;

How it will be used;

Who will be able to access it or use it;

Who it is going to and are they authorised to see it. If given in person, check the recipients ID;

Whether any information is sensitive or should not be shared.

SECURE AND SHARE

Secure data or use passwords/ encryption (inc. for portable drives and mobile devices).

Avoid keeping individual passwords in placed where others can see or get access to these.

Take extra care when dealing with information that is confidential, sensitive, or has copyright protection. If in doubt, do not share it.

Emailing documents:

Double check that email addresses are correct before sending, check any attachments/ links before pressing send;

Avoid sharing high risk or confidential information, e.g. personal data about individuals. When you receive an email with personal data, do not share it unless you have permission/ it is required for work purposes.

Where possible avoid emails documents as attachments. If unavoidable ensure confidential documents sent are password protected/ encrypted.

Never email a password in the same email/ message as the password protected document.

DISPOSE Dispose of any information that you hold:

Where the original purpose it was intended or used for has gone;

Where it is no longer needed.

This includes:

Information stored on old equipment no longer used, e.g. PC, laptop, tablet, mobile, etc.)

Paper records with sensitive information (use a shredder or confidential waste bin)

Old emails stored in your inbox.

At the end of each placement you must anonymise, delete or return any confidential information and you MUST not take away any identifiable data. At the end of the course all confidential data should be anonymised or destroyed

Be Aware

Personal Information

Always treat personal information with the utmost care. Follow the policies of your school/ setting.

Individuals can request all information held on them by an organisation for free, including any emails in which they are discussed. Always think carefully about what you write down/ email.

When uploading information to your e-portfolio (InPlace) avoid using personal information and data related to pupils.

High Risk Data

High risk/ confidential information can be in the following forms:

Printed – e.g. lists with names and/or addresses and phone numbers; purchase orders; CVs

Electronic – e.g. data/ mailing lists with names, addresses and/or phone numbers; student record information.

Phishing/ Scams

Always be suspicious of emails asking (phishing) for bank details, passwords or personal information. Reports spam to the IT helpdesk at the University of Greenwich. Always delete suspicious test, scams, etc.

module handbook - university of greenwich · 2019-09-25 · 2 | p a g e 1. welcome to the module...

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