Overview

We will explore:

• the National Curriculum (NC) throughout the Age Phases/Key Stages, focusing specifically on the Welsh NC requirement for Physical Education • teaching styles and strategies that result in appropriate challenge and support, progression and engagement • the relationship between teaching and learning, and the role of assessment of learning and assessment for learning. • how carefully planned, challenging, differentiated tasks result in achievement • supporting the progress of learners through regular, relevant and supportive feedback

The focus of the module will be on discovering the most effective methods for the delivery of a dynamic pupil-centred Physical Education program that results in a confident, self motivated and engaged learner. We will explore an evidence based pedagogical approach that emphasises ‘task mastery’ as a measure of achievement and progress. You will discover how to create an inclusive learning environment that supports a sense of autonomy, belonging and competence that nurtures intrinsically motivated and self-sufficient learners.

Assessment Strategy

-threshold --D / 40%>The micro teach session demonstrates basic use of some teaching styles from the M and A spectrum. Little evidence of pedagogical models such as TGFU, differentiation using the STEP approach, and positive skill transfer (conceptual and psycho-motor) were displayed. The students positioning and movement around the teaching space was adequate for specific tasks. The teaching includes basic use of guidance and feedback. Evidence of the modules theoretical content linked to the session e.g., sharing learning intentions/success criteria were adequate. The students teaching is fairly engaging with some energy and enthusiasm maintained throughout.

-good --B / -60%>The micro teach session demonstrates good use of a variety of teaching styles from the M and A spectrum. Evidence of pedagogical models such as TGFU, differentiation using the STEP approach, and positive skill transfer (conceptual and psycho-motor) were displayed to a good standard. The students positioning and movement around the teaching space was good for specific tasks. The teaching includes the appropriate amount of support, guidance and feedback. Evidence of the modules theoretical content linked to the session e.g., sharing learning intentions/success criteria were good. The students teaching is engaging with evidence of energy and enthusiasm maintained throughout.

-excellent --A / 70%>The micro teach session demonstrates excellent use of a variety of teaching styles from the M and A spectrum. Strong evidence of pedagogical models such as TGFU, differentiation using the STEP approach, and positive skill transfer (conceptual and psycho-motor) were displayed. The students positioning and movement around the teaching space was excellent for specific tasks. The teaching includes the appropriate amount of support, guidance and feedback. Evidence of the modules theoretical content linked to the session e.g., sharing learning intentions/success criteria were excellent. The students teaching is highly engaging with energy and enthusiasm maintained throughout.

Learning Outcomes

• Demonstrate basic pedagogical strategies through a variety of teaching styles, providing learners with guidance and an engaging learning environment.

• Demonstrate effective use of time, equipment and space, organise individuals and groups effectively