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Secondary PGCE Physical Education 1

Subject KnowledgeAudit for:Physical Education2018/19


CONTENTS PAGE

INTRODUCTION...............................................................................3The subject knowledge audit........................................................3

The features of subject knowledge...............................................3

SUBJECT KNOWLEDGE IN PE......................................................4Groups of topics............................................................................4

Concepts and processes..............................................................4

LEVELS OF SUBJECT KNOWLEDGE............................................5Entries in your audit......................................................................6

Improving subject knowledge.......................................................6

SUBJECT KNOWLEDGE AUDIT FOR PE......................................7DEVELOPING SUBJECT KNOWLEDGE IN PE............................11


INTRODUCTION

The subject knowledge audit

This audit aims to do several things:

• to help you know what subject knowledge means for your subject

• to help you identify your strengths and areas for development in subject knowledge

• to allow your course tutor and school mentors to track your progress in developing subject knowledge and guide you in increasing your knowledge

• to play a part in helping you to provide evidence of your achievement against Standards that relate to subject knowledge.

The features of subject knowledge

There are different ways to think about subject knowledge in the context of teacher training. In its broadest sense, it can consist of the information, concepts, processes and skills in the subject, as well as the methods to teach, plan and assess it. For the purpose of this audit, the focus is mainly on the subject matter itself, though you should also be aware of the concepts and processes that underpin this material.

The need to knowNo teacher knows everything about their subject and there is no way that they can. In some subjects, there is no defined list of topics or other information that must be known. For others, the details of subject knowledge are more important. What is essential, however, is that you make sure that you become sufficiently knowledgeable in any topic you need to teach during a school placement. You will certainly discover that one of the best ways to increase subject knowledge is to teach it to someone else.

Making accurate judgementsAt first, you may find it difficult to make accurate judgements about your level of subject knowledge. You may either overestimate or underestimate what you know in relation to the standard at which it needs to be taught. Reading text books and course documents, careful observation and your own teaching will improve your ability to make these judgements during the course. Your level of subject knowledge will also be assessed by your course tutor and school mentors through assignments and other work you do.


SUBJECT KNOWLEDGE IN PHYSICAL EDUCATION

Groups of topics

The content of PE can broadly be grouped into practical and physical components. Most core curriculum PE work will consist solely of practical work but in KS4 the GCSE programme will incorporate both components. There are six activity areas identified for PE which are commonly used and each activity you either teach, or have experience in, should fall into one of the six identified categories:

• Outwitting opponents, as in games activities

• Accurate replication of actions, as in gymnastic activities

• Exploring and communicating ideas, concepts and emotions, as in dance activities

• Performing at maximum levels in relation to speed, height, distance, strength or accuracy, as in athletic activities

• Identifying and solving problems to overcome challenges of an adventurous nature, as in life saving and personal survival in swimming and outdoor activities

• Exercising safely and effectively to improve health and wellbeing, as in fitness and health activities

For work in schools, teachers need to be able to teach a broad balance of all types of topics which would include the activity areas identified above as well as GCSE PE.

Concepts and processesIt is impossible to list the full range of topics in PE and this is because there are a very large number of physical activities which could be included in the six activity areas – there are also more becoming available as new activities develop.

PE is often thought of primarily as a practical subject and there is a responsibility to have sufficient subject knowledge in any activity you are likely to teach. There will also be a requirement to have basic knowledge of physiology to understand basic anatomy and health-related issues relating to the subject.

At GCSE and AS/A2 level, an exam board specification/syllabus usually provides a detailed list of the topics and activities to be taught, as well as the key ideas that relate to each topic. These topics will vary between the different courses.


Topics/activity areas to audit

For the purpose of this audit, a list of topics/activity areas can serve to show the breadth and depth of your subject knowledge. You must, however, also ensure that you develop an understanding of the PE concepts that underpin these, as well as the processes that drive the topics/activity areas. Refer to the NC Orders for KS3 for a list of these.

LEVELS OF SUBJECT KNOWLEDGE

The four levels

The audit identifies four levels of subject knowledge. These range from Level 1 as the highest level, through to Level 4 as the lowest level. For PE, the definitions are as follows (see below). The definitions focus on your knowledge of the material rather than on the teaching methods needed to teach it.

Level 1Your knowledge is current and to a degree standard that would make you secure to teach the subject to any level in a school, up to and including AS/A2 level courses. You know and understand both the fundamental principles and the complexities of the topic/activity. You may need to undertake some revision of some topics/activities.

Level 2Your knowledge is good and would enable you to teach the material competently and confidently to at least GCSE standard. Some of your ideas may be outdated. You would benefit from some revision and updating of several aspects of topics/activities

Level 3Your knowledge is sound, but you only feel confident to teach the material to KS3 standard. You are unsure of the fundamental principles of the topic/activities and may also feel you need considerable revision of the material so that you can become confident to teach the topic to at least GCSE standard.


Level 4You have never studied the topic /activity or your knowledge is not sufficient to teach it to any standard. If required to teach this topic/activity, you will need to read text books and schemes of work to see what needs to be taught and the level that is appropriate.

Entries in your audit

There are five times during the year by which date you need to update this audit. You can do this by waiting until the set dates, or by making regular entries, especially during school placements.

1 First audit at the beginning of the course after the first

tutorial

2 Pre AP1

3 After AP1

4 Half way through AP2

5 End of course

Improving subject knowledge

The subject work in your PGCE course is mostly about how to teach the subject, rather than about teaching you the material to teach. You will, however, improve your subject knowledge through learning about how to teach it. You must also appreciate that you will need to take responsibility for learning new material and raising your level of subject knowledge, especially when working in schools on placements. Your Subject Leader and Mentors can help with resources and in other ways, but this is an aspect of the course in which you need to develop independent strategies for learning.


SUBJECT KNOWLEDGE AUDIT FOR PHYSICAL EDUCATION

Enter your level of knowledge at each of the five dates during the course. Use the final column for notes to describe the origin of your knowledge, for example, from a degree module, work experience, AS/A2 level etc., to describe actions you take to improve your knowledge and to refer to where evidence of your achievement can be found.

For each topic/activity area, you should think about your knowledge, understanding and experience gained which could include national Governing Body coaching awards or the equivalent.

Sample entries

Knowledge of subject 1

First

2

Pre AP1

3

After AP1

4

Mid- way AP2

5

End of AP2

Progress log: origin of knowledge (degree course etc), actions taken.

Outwitting opponents:Basketball

(You may wish to also include specific detail of the aspect being taught. In this case; dribbling, passing, shooting etc.)

3 3 2 Activity undertaken at school/university

8/09/14 Attended Booster course workshop on games which included a basketball session

20/12/15 Taught a series of four lessons to a mixed group of KS3 pupils

21/01/15Taught a basketball module as part of a GCSE series of lessons which included both theory and practical

GCSE: Theory aspect of the principles of training

2 2 1 1 1 Topic studied at degree level in degree

2/11/15 introduced the topic to a year 10 GCSE group who were planning their coursework for an exercise training programme

20/12/15 Updated and extended knowledge through working with a year 11 group who were actually performing, revising and evaluating their exercise training programme.

Secondary PGCE Physical Education

8

Subject Knowledge Audit (These can be expanded to fit as evidence is gathered and it is possible to add additional rows under each of the eight row headings)

Knowledge of subject

Activity Areas & GCSE

1

First

2

Pre- AP1

3

After AP1

4

Mid- way AP2

5

End of AP2

Notes to include: origin knowledge (degree courses etc.) actions to be taken and reference to evidence

eg awards obtained, activities taught etc

Outwitting Opponents


9

Accurate Replication


10

Exploring and communicating ideas, concepts and emotions


11

Performing at maximum levels

Identifying and solving problems


12

Exercising safely and effectively

GCSE /BTECTheory


13

GCSE/BTECPractical


SUBJECT KNOWLEDGE EXPERIENCES

DEVELOPING SUBJECT KNOWLEDGE IN PHYSICAL EDUCATION

There are several contexts in which you will develop your subject knowledge before and during the course.

• Subject booster courses: these aim to help develop your understanding of PE and address specific topics/activity areas on which you need to work.

• Subject workshops: these are about how to teach, not what to teach, though you will develop some subject knowledge during some of these sessions through various teaching and learning activities and use of resources.

• Partner school based work/subject days: this will include all of the practical workshops which will be taking place in Norton Hill, Wellsway and Three Ways

• School placements: these are where you will need to ensure that you are familiar with every topic that you have to teach.

• Individual performance of the activities – this is you actually taking part yourself!

• Individual research: reading texts, PE journals, newspaper articles, TV programmes, web sites (including the BSU Minerva resource) etc.

One of the joys of teaching PE is that the material is constantly changing. Text books rapidly date as sporting activity rules and topics of current interest change. It is your responsibility to ensure that your subject knowledge stays up to date so that you are always teaching PE that is current and relevant.


Physical education programmes of study: key stages 3 and 4 National curriculum in England Purpose of study A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.


Aims The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activitiesare physically active for sustained periods of timeengage in competitive sports and activities

lead healthy, active lives. Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Schools are not required by law to teach the example content in [square brackets].

Subject content Key stage 3 Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.

Pupils should be taught to:

use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]


develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics]

perform dances using advanced dance techniques within a range of dance styles and forms

take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group

analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best

take part in competitive sports and activities outside school through community links or sports clubs.

Key stage 4 Pupils should tackle complex and demanding physical activities. They should get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle.

Pupils should be taught to:

use and develop a variety of tactics and strategies to overcome opponents in team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]

develop their technique and improve their performance in other competitive sports,[for example, athletics and gymnastics], or other physical activities [for example, dance]


take part in further outdoor and adventurous activities in a range of environments which present intellectual and physical challenges and which encourage pupils to work in a team, building on trust and developing skills to solve problems, either individually or as a group

evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best

continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

© Crown copyright 2013

You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ or email: [email protected].

Reference: DFE-00188-2013

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