PGCE Primary Physical Education (3-11)

This module aims to develop studentsÊ knowledge and understanding in primary Physical Education (PE) with a specific focus on subject leadership and professional development. Through taught seminars, practical workshops, tutorials and directed tasks (including fieldwork e.g. school based activities) students will develop a critical awareness of pedagogical practice and pertinent issues in primary PE. The module will provide the opportunity for students to identify and undertake an enquiry-based project that aims to address a current school need in primary PE. Students will demonstrate self-direction and originality in tackling and addressing an identified need, demonstrating an ability to communicate and build effective relationships with school-based colleagues. Their approach to enquiry and addressing the issue will be grounded in knowledge of leadership styles and behaviour change theory/models. Overall, this module will facilitate students in advancing their knowledge and understanding of primary PE in the context of effective subject leadership.

This module provides opportunities for you as a trainee teacher to explore and understand in theoretical and practical terms the meaning of teaching and learning in the context of education and being a teacher. Education is an ever-changing environment and the desire for improvement is strong from all stakeholders. This module helps you to understand that engaging in professional development can positively impact the learning experience of your pupils. You will understand the holistic and positive role of a teacher and the practices and policies of the education framework in which you operate. Implicit in this will be the development of your understanding of your personal teacher identity and the impact on pupil outcomes. You will also have the opportunity to develop an understanding of how children learn and how this is organised, delivered and measured in primary schools. This module is informed by classroom-based evidence, research and theoretical and pedagogical underpinning and you will have the opportunity to establish a detailed understanding of a number of relevant issues directly affecting your teaching and your professional development.

The aims for this module are set in the context of the QAA Framework for Higher Education Qualifications and the ITT Core Content Framework (2019). University-based training sessions introduce the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. School-based training, undertaken in a placement setting, provides the opportunity to apply these in practice. Successful completion of all elements of the module are required for recommendation for Qualified Teacher Status. In the first school term (semester 1), the focus is on Understanding Professional Practice. A range of professional studies, core and foundation subject curriculum topics are covered, including aspects of pastoral care, safeguarding and behaviour management. Where appropriate students are placed in pairs in a school setting to experience the wider life of the school and undertake professional tasks and activities that contribute to childrenãs learning in different key stages, supported by a School Based Tutor from the setting and Partnership Tutor from the university. This may be undertaken in a preferred age phase. 10 days of Intensive training and practice (ITAP) on a specific and focused element of the teacher training curriculum will take place during the stage 1 placement. It is designed to give trainees appropriate input, scaffolded practice and feedback in relation to selected foundational and specific aspects of the training curriculum where close attention to and control of content, critical analysis, application and feedback are required. In the second school term (semester 1 and 2), the focus is on Managing the Classroom. A range of professional studies, core and foundation subject curriculum topics are covered, including aspects of assessment and curriculum design. School experience may be undertaken in a preferred key stage. Students will be expected to reflect upon and critically evaluate their developing knowledge, understanding and skills as they begin to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. They will be required to set targets for continued development and reflect on their own professional development in collaboration with a School Based Tutor from the setting, supported by a Partnership Tutor from the university. This placement may take place in a SEND or alternative setting if the trainee meets the skill requirement and showcases a passion for a career in SEND. 5 days of Intensive training and practice (ITAP) on a specific and focused element of the teacher training curriculum will take place during the stage 2 placement. It is designed to give trainees appropriate input, scaffolded practice and feedback in relation to selected foundational and specific aspects of the training curriculum where close attention to and control of content, critical analysis, application and feedback are required. In the final school term (semester 2), the focus is on Meeting the Teachers’ Standards. University-based training sessions reflect aspects of professional studies arising as national, local and individual priorities. Continuing in their preferred age phase, students complete a block placement, assessed against the Teachersã Standards in which they take increasing responsibility for teaching pupils, and fulfil the duties expected of a teacher, including taking over accountability for pupils’ learning and progress. Students will extend their knowledge and understanding of issues related to professional development and experience. Evidence of an appropriate professional standard is necessary for recommendation for Qualified Teacher Status (QTS). 5 days of Intensive training and practice (ITAP) on a specific and focused element of the teacher training curriculum will take place during the stage 3 placement. It is designed to give trainees appropriate input, scaffolded practice and feedback in relation to selected foundational and specific aspects of the training curriculum where close attention to and control of content, critical analysis, application and feedback are required.