Teaching Responsibility
LJMU Schools involved in Delivery:
Sport and Exercise Sciences
Learning Methods
Lecture
Placement/Practice
Tutorial
Module Offerings
7507SPOPID-APR-PAR
7507SPOPID-FEB-PAR
7507SPOPID-OCT-PAR
Aims
Encourage student teachers to develop their own professional identity and use their initiative in decision making and accessing support.
Guide student teachers to become creative, innovative and inclusive teachers, and to inject passion, inspiration and enthusiasm into their teaching.
Enable student teachers to gain a deeper understanding of the curriculum
Learning Outcomes
1.
Demonstrate how to plan, teach and use assessment effectively in your specialist subject, draw on a range and depth of Physical Education knowledge and pedagogy.
2.
Secure progression of all groups of learners by demonstrating confidence in appropriate and innovative learning activities that progress students through curricular requirements, managing behaviour effectively and creating an atmosphere conducive to learning.
3.
Take responsibility for learning and through reflecting on assessment, data and evaluating lessons.
Module Content
Outline Syllabus:
Observation of lessons.
Collaborative research, planning, teaching and evaluation with mentor, tutors and peers.
Solo teaching.
Being observed by mentors and tutors
Feedback
Discussion
Tutorial
Target setting and action planning
School based sessions
Observation of lessons.
Collaborative research, planning, teaching and evaluation with mentor, tutors and peers.
Solo teaching.
Being observed by mentors and tutors
Feedback
Discussion
Tutorial
Target setting and action planning
School based sessions
Module Overview:
This module encourages continuing development as physical educators and adoption of attitudes, values, and practices that will positively affect growth as a teacher over the short and long term. Understanding of principles, concepts, and skills that promote best practices, professional leadership, and critical inquiry are pursued within this module
This module encourages continuing development as physical educators and adoption of attitudes, values, and practices that will positively affect growth as a teacher over the short and long term. Understanding of principles, concepts, and skills that promote best practices, professional leadership, and critical inquiry are pursued within this module
Additional Information:
Placement/Professional Study
The module requires a significant number of dedicated placement hours and supervised placement for successful completion. It is expected students will spend 48 days in placement/professional studies-related activities. Estimated typical day duration is ~4 hours, however, it can be longer or shorter, depending on arrangements with the placement provider/setting. Placement can be taken either in block or throughout duration of the term Portfolio.
The placement-based portfolio (4000-word equivalent) will consist of the following tasks:
A Reflective Journal - 8 entries (250 words each) making links between learning and their progress towards achievement of professional standards (50%)
A Collection of Documents - 8 entries evidencing progress towards achievement of professional standards Each document must contain a 150-word rationale/ annotation. Examples of documents may include peer observations, student observations, photos, displays, examples of pupil progress reports and assessment feedback, annotated policies, etc (30%)
A Self-Audit of Physical Education Subject/knowledge (template and 600-800-word commentary) (20%)
Placement tutor/Teaching. Assessment_ Report:
The report will be completed by the Placement tutor based on assessment of skills and competencies observed in placement.
Mode of Study;
The module will be delivered in a blended learning mode through a combination of synchronous and asynchronous leaming opportunities. Synchronous learning takes place online or in the classroom in real time, while asynchronous learning enables students to engage with the course content online at their ow time and pace.
Following an introductory synchronous lecture, the theoretical material will be accessed online synchronously through engagement with the course notes, pre-recorded lectures, and guided reading. Reflection and discussion are key elements to teaching and learning and will be promoted through a series of participatory online workshops.
AIl students are encouraged to take part in group activities where critical incident sharing and collective discussion of solutions will take place. The online materials will also include self-assessment exercises and reflective tasks to promote consolidation of laming and encourage real-life application of knowledge and skills.
As the proposed module is at a postgraduate level, a large proportion of learning will be independent and self-directed. However, all students will be supported by an allocated Placement Tutor.
Lecture Hours:
Theoretical input for students taking the course in the blended mode will consist of a 2-hour lecture and 2-hour equivalent of guided online learning.
Note: Module duration is 4-8 months dependent upon mode of study i.e., FT or PT respectively.
Placement/Professional Study
The module requires a significant number of dedicated placement hours and supervised placement for successful completion. It is expected students will spend 48 days in placement/professional studies-related activities. Estimated typical day duration is ~4 hours, however, it can be longer or shorter, depending on arrangements with the placement provider/setting. Placement can be taken either in block or throughout duration of the term Portfolio.
The placement-based portfolio (4000-word equivalent) will consist of the following tasks:
A Reflective Journal - 8 entries (250 words each) making links between learning and their progress towards achievement of professional standards (50%)
A Collection of Documents - 8 entries evidencing progress towards achievement of professional standards Each document must contain a 150-word rationale/ annotation. Examples of documents may include peer observations, student observations, photos, displays, examples of pupil progress reports and assessment feedback, annotated policies, etc (30%)
A Self-Audit of Physical Education Subject/knowledge (template and 600-800-word commentary) (20%)
Placement tutor/Teaching. Assessment_ Report:
The report will be completed by the Placement tutor based on assessment of skills and competencies observed in placement.
Mode of Study;
The module will be delivered in a blended learning mode through a combination of synchronous and asynchronous leaming opportunities. Synchronous learning takes place online or in the classroom in real time, while asynchronous learning enables students to engage with the course content online at their ow time and pace.
Following an introductory synchronous lecture, the theoretical material will be accessed online synchronously through engagement with the course notes, pre-recorded lectures, and guided reading. Reflection and discussion are key elements to teaching and learning and will be promoted through a series of participatory online workshops.
AIl students are encouraged to take part in group activities where critical incident sharing and collective discussion of solutions will take place. The online materials will also include self-assessment exercises and reflective tasks to promote consolidation of laming and encourage real-life application of knowledge and skills.
As the proposed module is at a postgraduate level, a large proportion of learning will be independent and self-directed. However, all students will be supported by an allocated Placement Tutor.
Lecture Hours:
Theoretical input for students taking the course in the blended mode will consist of a 2-hour lecture and 2-hour equivalent of guided online learning.
Note: Module duration is 4-8 months dependent upon mode of study i.e., FT or PT respectively.