BE5014: Foundation Subject Strength: PE One

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Please note this module descriptor is indicative of the structure of this course and may be subject to change.

BE5014: Foundation Subject Strength: PE One

Module Title Foundation Subject Strength: PE One
Module Code BE5014
Module Tutor Barbara Brown
School School of Education
CAT Points 15
Level of Study 5
Brief Description

The module will introduce the student teacher to an understanding that children with conditions of Special Need are part of normal diversity - they simply have needs that require particular attention in the teaching situation. Teaching practice will be developed related to observation, assessment, intervention and evaluation strategies. The setting for the module will be with a partner school in order to provide the opportunity of working with children and their teachers, as well as become informed about the significant role of parents, professionals and outside agencies in providing appropriate educational intervention. The delivery of the module will be differentiated according to the route students take (3 -7 or 5 -11).

Indicative Syllabus

The module introduces the student teacher to children with developmental difficulties and disabilities in a movement learning context. The focus is on movement learning difficulties, within an understanding of movement skill development and movement principles. The student teacher is required to learn how to observe, assess and intervene appropriately with children demonstrating individual and diverse learning difficulties. The level of demand related to enquiry, problem solving and intervention will be developed with the student teacher in order to remove barriers and access children appropriately to movement learning. The student teacher has the opportunity to learn about the role and responsibilities of a range of personnel within and outside the school. For example, teachers, nursery nurses, TAs, LSWs, parents, occupational therapists, music, speech, language and physiotherapists. A developmental understanding and approach will be introduced and developed related to early and later movement skill development. The significance of an inclusive understanding on teaching practice will be developed across the sessions. The module will enable the student to recognise underachievement and respond positively and appropriately to individual and diverse learning needs through the planning, teaching, assessment and evaluation of the subject across all learners.

Learning Outcomes

A student passing this module should be able to:

1. Know and understand the process of change in children’s movement skill development.

2. Know and understand the significance of different and changing environmental conditions on movement skill development and difficulties

3. Know and understand the significance of providing appropriate, challenging and worthwhile movement learning opportunities for all children

4. Know and understand the significance of developing appropriate professional strategies to inform the teaching – learning process with children across the foundation stage and Key Stages 1 and 2

5. Know and understand the significance of appropriate strategies related to management, organisation, resourcing, safe practice, and risk assessment on developing effective and positive learning environments in physical education for all children

6. Know and understand how to recognise and respond to individuality and diversity in physical education with knowledge and integrity that will positively inform teaching practice and the learning opportunities for all children but particularly those with conditions of Special Need

7. Be able to engage in movement observation and assessment through a process of critical analysis and evaluation in order to promote developmentally appropriate movement learning situations and conditions for all children

8. Know how to implement individual education plans in movement learning situations

9. Demonstrate the early development of appropriate intervention strategies

10. Demonstrate appropriate professional values through their conduct and practice that will inform the way they undertake their role and responsibilities as a student teacher in school related to all children

11. Understand how collaborative approaches and intervention strategies within a school and with outside agencies can access all children to learning (in physical education)

Learning and Teaching Activities Scheduled Contact Hours: 30
Independent Learning Hours: 120
Assessment (For further details see the Module Guide) 001: 75% Coursework: Individual, portfolio: 2000 words or equivalent
002: 25% Coursework: Group work, presentation: TBA
Special Assessment Requirements
Indicative Resources The current reading list can be found in the Module Guide, which your lecturer should make available via Moodle.

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