BA(Hons) Primary Teaching (QTS) with Sports & Physical Education Programme Specification from the Faculty of Education Pending ratification from both departments

Version: 2015/6.1 Last updated: August 2015

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Programme Specification for BA Primary Teaching (QTS) with Sports and Physical Education

This document is presented with some common information first, then information specific to Primary Teaching, and finally information relating to the Specialist Subject Sports and Physical Education. COMMON INFORMATION

1. Study mode(s) and period of registration

Full-time Minimum 4 years maximum 7 years (full-time)

2. Frequency of Intake Annually in September

3. Awarding body Liverpool Hope University

4. Teaching location(s Hope Park

5. Final award(s), including any interim awards

Exit Awards Students completing all academic and professional aspects of the programme may exit with the following awards BA Primary Teaching (QTS) with… (specialist subject): specifically, BA Primary Teaching (QTS) with Biology BA Primary Teaching (QTS) with Christian Theology BA Primary Teaching (QTS) with Early Childhood BA Primary Teaching (QTS) with English Language BA Primary Teaching (QTS) with English Literature BA Primary Teaching (QTS) with Geography BA Primary Teaching (QTS) with History BA Primary Teaching (QTS) with Information Technology BA Primary Teaching (QTS) with Mathematics BA Primary Teaching (QTS) with Modern Foreign Languages BA Primary Teaching (QTS) with Music BA Primary Teaching (QTS) with Special Educational Needs BA Primary Teaching (QTS) with Sport and Physical Education BA Primary Teaching (QTS) with World Religions Students who complete only the academic aspects of the programme may exit with a BA Primary Education with (specialist subject – as above). This does not enable them to teach.

6. Relationship with Subject Benchmark Statement

There is no subject specific benchmark for Initial Teacher Education degrees (the national expectations of what a good degree in this subject should contain), however the Secretary of State’s Teachers’ Standards has been fully used in the development of this provision. All specialist subjects have similarly drawn on their subject

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benchmarks.

7. FHEQ level(s) 4, 5, 6, 7

8. Date of initial validation The programme has been revised a number of times, most recently in 2014. However, Hope (in its predecessor forms) has been training teachers since 1844, and offering degrees in Education since the 1970’s.

9. Date of first intake 2014 (in new form)

10. Date of last Review (if applicable)

n/a

11. Additional Costs to Students

Students will undertake placements each year, and will need to travel to them. The cost for this will vary depending on location. It is possible for a short overseas placement to be arranged on a voluntary basis, and the travel costs for this must be met by the student.

12. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval

National College for Teaching and Leadership, Department for Education; Ofsted. Most recent Ofsted review January 2014, outcome 2 (Good) in all aspects.

All students taking BA Primary Teaching (QTS) awards spend half of each of the first two years in their chosen Specialist Subject, and the other half on the Primary Teaching part of the curriculum. In the third and fourth years the full study time is devoted to the Primary Teaching curriculum. An outline showing the two parts side by side follows. The information relating to the curriculum, aims, learning outcomes, and assessments is specific and is so given in the relevant parts below. Curriculum Information overview

Year One 60 credits of Primary Teaching – as set out in the following table

60 credits of Specialist Subject - see the separate section below relating to the Specialist Subject

Year Two 60 credits of Primary Teaching – as set out in the following table

60 credits of Specialist Subject - see the separate section below relating to the Specialist Subject

Year Three 120 credits of Primary Teaching – as set out in the following table

Year Four 120 credits of Primary Teaching – as set out in the following table

Teaching pattern The pattern of teaching (per week) is that in the first year lectures, where students are taught together in sizeable groups, provide three hours of contact time, seminars in smaller groups (typically 15-20) two hours, and tutorials (smaller groups, typically no more than 10)

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one hour. The second year is the same, except that there are two hours of lectures rather than three. This applies to the Primary Teaching part and also to the specialist subject, unless otherwise indicated. In the third and fourth years, when the specialist subject is no longer being studied, the times are four hours for lectures and seminars, and two for tutorials. All of these are timetabled around the Professional Placements, as shown below in the curriculum information. Specialist subject staff, who are usually teaching students taking Primary Teaching alongside students pursuing other disciplines, make appropriate special arrangements for assessing, and as necessary teaching, the Primary Teaching students so they are not disadvantaged by their placements. In addition to the formal timetabled contact time tutors are available every week at designated times for one-to-one discussions. Inclusive Curriculum Design The curriculum is fully compliant with the Liverpool Hope University Equality Scheme. The Faculty has considerable previous experience of enabling students with disability, including physical limitations, to integrate fully with their cohorts in all elements of the curriculum, both practical and theoretical. The team recognises that ‘an inclusive curriculum is one where all students’ entitlement to access and participate in a course is anticipated, acknowledged and taken into account’ (Higher Education Academy, Inclusive curriculum design in higher education, 2011, p. 7). It seeks to reflect the following principles, as enunciated by the HEA:

- Anticipatory: Adopting an anticipatory approach reduces the need for reactive and individualised responses that can arise when inclusive issues have not been considered at the design phase;

- Flexible: it is open, versatile and responsive to an evolving student population, and to changes in circumstances that may require adaptations to accommodate student availability;

- Accountable: it encourages staff and students to be responsible for the progress they have made against equality objectives and actions agreed;

- Collaborative: it builds on partnership between students, colleagues and other stakeholders including professional bodies, sector bodies, international partners and employers to enrich the curriculum content and relevance;

This translates into this provision as follows:

- Anticipatory: students are encouraged to think about maintaining a quality experience in the classroom as a way of widening the interests and aspirations of all students. In this regard the student voice is heard and acted upon through a number of mechanisms. These include:

o Staff-Student Liaison Committee meetings, the minutes of which are laid before the departmental meeting;

o Monthly meetings between class representatives and the Head of Department;

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o Student feedback, notably in the small group sessions; o Student representation in the wider framework of Faculty and University

Boards and Committees - Flexibility: Members of the teaching team – often with the support of colleagues in

Student Development and Well Being as well as Student Administration - make every effort, within the framework of University regulations and processes, to meet with individual student needs responsively, creatively and fairly. This approach includes meeting with students in difficulty outside of office hours or, subject to due process, setting alternative assessment forms;

- Accountability: The teaching team and students share a responsibility to uphold inclusivity and fairness for everyone. Through the structure of small teaching groups, in particular, potentially harmful or hurtful behaviour is intercepted and positive relations fostered;

- Collaborative: To ensure enhanced opportunities for students, the teaching team fosters collaborative relations with a range of professional bodies.

ENTRANCE REQUIREMENTS http://www.hope.ac.uk/undergraduate/howtoapply/entryrequirements gives full details.

In addition applicants will require a GCSE Grade C or above (or equivalent) in English, Mathematics and Science. Applicants must have undertaken recent school experience in a primary school. Offers will be subject to a successful interview, as well as a Health Check Statement and an Enhanced Disclosure from the Disclosure Barring Service. It is also a government requirement that you take the Numeracy and Literacy Skills Tests as part of the application process. You must ensure you have passed them both before the start of the course.

In certain circumstances the University also permits study that students have already carried out at

University level to be taken into account – see

http://www.hope.ac.uk/aboutus/governance/qualityassurance/accreditationofpriorlearning/

This specification last updated:

August 2015

Updated by:

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INFORMATION RELATING TO PRIMARY TEACHING Curriculum information The following table provides an outline of key topics and activities within the Primary Teaching part of the programme.

Year One 60 Credits

Subject Knowledge, Curriculum and Pedagogy

Introduction to key aspects of the National Curriculum subjects.

Introduction to the requirements of the Primary Curriculum from the Foundation Stage through to the beginning of Key Stage 3

Subject knowledge and skills as appropriate

Mathematics and English for Primary Teaching

Science and Computing for Primary Teaching

Primary Teaching of Other Subjects Initial Professional Development Theme Theme: Holistic Learning and Development

Key theories of child development

Predominant theories of learning in the twenty first century

Key debates in the psychology of education such as language acquisition, nature vs. nurture and approaches to motivation

Reflective practice Theme: Inclusion and Diversity

Introduction to policy and practice in inclusion

Contemporary perspectives on SEN/D

Impact of SEN/D on achievement Theme: The Child in Society

Themes and concepts in the sociology of education such as race, class, gender and the hidden curriculum

Statutory responsibility to safeguard pupils Professional Placement of five weeks SEN Placement of one week

Year 2 60 credits

Subject Knowledge, Curriculum and Pedagogy

Identifying and planning to address children’s misconceptions

Planning for progression

Short and medium term planning

Subject specific strategies for organisation and management

Resources to support effective pedagogical models of teaching and learning

Assessment for Learning (AfL)

Mathematics and English for Primary Teaching

Science and Computing for Primary Teaching

Primary Teaching of Other Subjects Initial Professional Development Theme: Holistic Learning and Development

Effective learning environments

The evolution of formal and informal learning through history

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Theme: The Child in Society

The role of the teacher in a historical context, changing ideas of childhood Theme: Leadership and management

Theories of effective classroom and behaviour management

The role of planning and assessment

Methods for assessing pupil progress Professional Placement of six weeks

Year Three 120 Credits

Subject Knowledge, Curriculum and Pedagogy

Advanced understanding of how children develop their knowledge

Critical reflection on key theories, associated research and teaching strategies

Assessment, inclusion and PSHE

Planning for Progression

Differentiation

English for Primary Teaching

Mathematics for Primary Teaching

Science and Computing for Primary Teaching Initial Professional Development Theme: Holistic Learning and Development

Different notions / purposes of education

Professional ethics Theme: Inclusion and Diversity

Relationship between impairment and educational provision with respect to

o Physical and sensory impairment o Cognition and learning o Communication and interaction o Emotional, behavioural and social difficulties

Theme: Leadership and management

Using data to inform planning

Action planning for improving teaching, assessment and achievement for individuals and groups

Wider Perspectives in Education

Global citizenship education, global learning

Comparative education

Socio-political and cultural contexts in which learning and teaching occurs

Factors that affect learning processes, including learners’ social, cultural, linguistic, religious and ethnic background

Teaching pupils with English as an Additional Language Creativity in the Curriculum

Developing creativity in the primary curriculum

Creative and constructively critical approach to innovation

Strategies for developing children’s creative thinking

Innovative practice including use of ICT

Primary Teaching of Other Subjects Professional Placement of ten weeks (split into two blocks)

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Year Four 120 credits (60 at Honours level (level 6) and 60 at masters level (level 7)

Subject Knowledge, Curriculum and Pedagogy

Effective teaching, learning and assessment

Theoretical underpinning and associated national policy and guidelines.

Current issues relating to subject knowledge, curriculum and pedagogy

English for Primary Teaching

Mathematics for Primary Teaching

Science and Computing for Primary Teaching Initial Professional Development

Current issues, pertinent to initial and continuing professional development eg Using data on pupils progress to inform planning

Evidencing progress towards the attainment of the Teaching Standards Education Theory and Practice

The nature and evolving purposes of teaching and learning in the 21st century

Historical development of key learning theories

Theoretical foundations of teaching and learning initiatives Subject Leader

Nature of educational enquiry to develop leadership skills

Historical perspectives on curriculum change and development

Case studies of teaching and learning initiatives from local, national and international contexts

Learning theories and their application in practice relevant to their subject specialism

Primary Teaching of all Subjects Professional Placement of twelve weeks

Assessments In every year there is a formal written examination, and a Teacher Portfolio which links the formal learning in the University and the Placement. The theme underpinning the Portfolio differs each year. Additional assessments include group posters, essays and analytical reports.

Aims and Learning Outcomes

PROGRAMME AIMS: The programme aims to enable students to:

Develop and demonstrate a personal philosophy of education, rooted in the vision and values of the Faculty and University which honours scholarship, education and service and is driven by a notion that education can be used to improve society

Develop understanding of education as an academic discipline and a critical perspective on educational policy and practice in a range of local, national and international contexts

Critically reflect on the synergy between theory and practice and take responsibility for their own professional development to improve the effectiveness of their teaching in relation to children’s learning and the professional standards for teaching

Demonstrate secure subject and pedagogical knowledge, and develop and apply the transferable skills needed to research, prepare and teach unfamiliar material

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Plan for and enact a range of creative teaching, learning and assessment strategies to identify, monitor and promote pupil progress across relevant key stages

Inform their teaching with an understanding of the processes of learning, and of the factors that affect learning processes, including learners’ social, cultural, linguistic, religious, and ethnic backgrounds, gender, and the special educational needs which they may have;

Develop the knowledge, understanding and skills to collaborate productively with other professionals within the classroom, school, University and wider community and the confidence to pursue leadership roles in these settings

Develop analytical skills, critical thinking and an understanding of the role of research in developing practice underpinned with the principles of educational enquiry

Meet the relevant regulatory professional standards for teaching

LEARNING OUTCOMES for this provision

Year One (Level 4)

1. Demonstrate knowledge and understanding of children’s development, how children learn and the barriers to learning

2. Demonstrate an understanding of the relationship between educational theory and practice

3. Demonstrate knowledge of underlying concepts and principles within subject areas and interpret these within the context of the primary curriculum

4. Draw conclusions about children’s learning as a result of observing and working with children during their placement

5. Identify and act upon areas for development in their own academic and professional practice

Year Two (Level 5)

1. Demonstrate knowledge and critical understanding of effective learning environments, with a particular focus on assessment for learning and collaboration with other professionals

2. Demonstrate knowledge and critical understanding of behaviour management theories and an understanding of how to put these into practice

3. Demonstrate a knowledge and critical understanding of subject pedagogy underpinning curriculum areas across the primary age range

4. Reflect upon and critically evaluate their own and others observed teaching practice in order to identify aspects of their own professional development

Year Three (Level 6)

1. Develop a systematic understanding of key aspects of Primary Teaching including assessment and inclusion and critically apply this to their own professional practice.

2. Demonstrate their own personal identity and ideology through reflective and critical thinking articulated in an informed philosophy of education

3. Reflect consistently and take responsibility for critical evaluation of their practice, setting targets for their professional and academic development that are informed by research and evidence

Year Four (Levels 6 and 7)

1. Demonstrate a systematic understanding and conceptual knowledge of the curriculum and relevant statutory requirements relating to their professional role as a teacher in their chosen phase and with respect to their subject specialism.

2. Demonstrate critically reflective awareness of their identity as a teacher in relation to the curriculum and their development of subject and pedagogical knowledge

3. Demonstrate the ability to reflect critically upon current educational policy and practice

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4. Demonstrate an in-depth awareness and critical understanding of the relevant regulatory professional standards for teaching

Additionally by the end of this year students should also be able to::

Year One (Level 4) Achieve the approved learning outcomes for this level in the specialist subject (see below)

Year Two (Level 5) Achieve the approved learning outcomes for this level in the specialist subject (see below)

Year Three (Level 6) 1. Demonstrate a critical and systematic understanding of values, principles and philosophies of education, developed from local, national and international perspectives, to articulate their own professional identity and ideology

2. Critically reflect upon the key aspects of education and society that impact upon children’s learning such as gender, class, sexuality, disability and race

3. Demonstrate critical knowledge and understanding of their specialist subject (minor). Students are able to make connections, not only within the given subject area, but also beyond it, are able to generalise and transfer principles and ideas underlying specific issues in relation to other subjects.

Year Four (Levels 6 and 7)

1. Demonstrate critical understanding of an appropriate range of academic and professional literature and link where appropriate to professional practice

2. Construct well-reasoned arguments analysing the relationship between theoretical concepts and professional practice

3. Deploy established techniques of analysis and enquiry in relation to aspects of education in order to critically reflect upon university and professional placement learning

4. Critically evaluate the implementation and effectiveness of learning and teaching strategies in the form of curriculum intervention

Development of Key Generic (transferable) and Subject-specific skills.

Subject skills (Primary Teaching only – below for the Specialist Subject) The BA Primary Teaching (QTS) degree will provide students with the opportunity to:

1. relate theoretical knowledge and concepts of the age groups 3-7 or 5-11 to workplace practice

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2. work alongside adult practitioners working with children in educational settings in order to recognise and begin to identify the necessary skills for multidisciplinary working

3. identify appropriate stages of development in relation to particular children in the age range 3-7 or 5-11

4. undertake professional learning through action research, demonstrating a critical awareness of the issues, limitations and ethical implications of the research

5. demonstrate, when assessed, all QTS standards in current DfE regulations and set targets for individual future development

6. lead teaching and learning interventions within schools or the wider community

Generic (Transferable) Skills The BA Primary Teaching Degree (QTS) degree will provide students with the opportunity to:

1. undertake searches of relevant sources to develop knowledge and understanding of Primary Education

2. critically analyse and evaluate such knowledge and understanding 3. reflect on their own value systems and experiences in order to re-consider and

evaluate conceptual understandings 4. present information effectively in written and oral forms demonstrating a high level

of literacy, oral capability, organisation and understanding 5. use appropriate ICT skills to access materials, communicate with others and enhance

their own personal and professional development. This will include making effective use of on-line materials within the programme organise and manage their own time effectively contribute effectively with support

6. analyse critical issues related to digital literacy, such as integration of appropriate instructional strategies and e-safety issues

7. analyse the affordances of computing for promoting dimensions of meaningful learning, i.e. learning by doing, engaging students’ prior knowledge, using real world contexts, collaborative learning and self-directed learning.

In particular, the BA Primary Teaching (QTS) will provide students with Key Generic (transferable) and Subject-specific skills relating to the following areas:

Communication (oral and written)

Collaborative learning and team work

Leadership and management

Special Features of the programme

Subject specialism (referred to as ‘Specialist Subject’) The programme requires students to take a ‘specialist subject’ as part of their degree during their first two years. The inclusion of this specialist subject (which must reflect a national curriculum area or one closely linked to this) provides an opportunity for all students on the programme to develop their knowledge and understanding of this subject at undergraduate level. This, we believe, helps to broaden students’ academic experience at University, contributing to the development of skills/capacities in multi-disciplinary working and thinking. Furthermore, by engaging with a subject discipline, students have the potential to inform their role as teachers and future curriculum leaders in the primary school. Indeed,

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students have the opportunity to consider the application of the specialist subject through other components of the degree (including professional placement learning) and how this can be applied to meet the learning needs of children across the primary age range. It is worth noting that the specialist subjects include the traditional National Curriculum subjects and other cognate subjects such as Special Educational Needs, Primary Modern Foreign Languages and Early Childhood Studies. Partnership School Involvement Liverpool Hope University is committed to involving school partners in the design and delivery of taught provision. Consultation meetings are held regularly with groups of partnership schools to help inform the structure and content within the revalidated degree presented here.

Multi-disciplinary working The programme also encourages inter-agency participation and multi-disciplinary working within the Children’s Workforce e.g. health workers, social workers, other learning environments, police. This reflects the changing nature of the role of the teacher/school in the Government’s agenda for 2012 and beyond. The programme also facilitates placements within non-school settings in response to the Professional Standards for Teachers in England. For example, Level 6 students (as part of their engagement with the Wider Perspectives in Education course) have the opportunity to work in an educational setting of their choice and to undertake a community engagement project. An element of choice of the educational setting enables students to focus on an area of personal interest and area for development. Opportunities will be provided for students to work alongside partners in a variety of settings. For example some students will opt to work in a special school, while others may work in the community through Service Learning. This is not a new venture but will build on work, which has taken place in the previous degree.

Developments in the use of Information Communication Technology A number of staff on the BA Primary Teaching team are actively engaged in researching and developing web-based learning materials. In order to support a blended approach in the education of our student teachers, recent technological innovations to the BA Primary Teaching programme have included embedding the use of a Virtual Learning Environment hub (Moodle). This online platform is used to consolidate themes introduced in lectures and seminars, and as a tool to manage communication with students. ICT is also used to enhance the teaching and learning with respect to different primary subjects. For instance, research using tablet technology has been carried out to raise standards in the enunciation of phonics. The technology, innovation and uniqueness will help to create an alternative learning environment, which will be more stimulating for pupils and help to advance the education of all pupils. Similarly, a number of BA Primary Teaching staff have been successful in creating CD and DVD materials to support the teaching of primary science. The development of these materials has highlighted the rewards to be gained in terms of the development of a creative synergy, when QTS tutors collaborate with professionals in the media industry. Other technological and pedagogical developments within BA Primary Teaching programme include:

The use of ‘flip’ hand-held video cameras to support critical reflection as a powerful tool for learning.

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A development in the use of podcasts.

The development of the student Profile of Personal and Professional Development as an electronic tracking device

The use of iPads to create an alternative learning environment. Using and combining a variety of software and range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

New pedagogy for e-books: offering students new ways of interacting with massively shared, adaptive and dynamic books.

Personal inquiry learning: Typically, personal inquiry learning involves active exploration of an open question, with the student taking ownership of the inquiry process. For instance, mobile phones will be used in lectures using an app for feedback and questions as inquiry toolkits.

Study overseas In Year 3 some students (as part of the Citizenship in Practice course and the community engagement project) may elect to travel abroad for a short two-week placement in a school. Although a very short placement, students learn an enormous amount during their time abroad. By comparing the school systems the students learn not only about the education system in the country of study but are also able to compare this to the English education system. Some students may elect to spend half of their Year 3 in a higher educational institution abroad. For example, students can elect to study in America where Liverpool Hope have some long established relationships, or through the ERASMUS programme.

Faith-Based Learning Opportunities Liverpool Hope University is the only ecumenical University in Europe. Its mission statement reflects this uniqueness in the following aspiration: ‘to be a national provider of a range of high quality programmes responsive to the needs of students, including education, training and professional development of teachers for Church and state schools’. The RE team supports this mission as Liverpool Hope University is one of the few universities nationally providing the opportunity for students to undertake and complete the Catholic Certificate in Religious Studies (CCRS) and/or a similar, shorter, Anglican Church-Schools Studies Award (ACSSA) Certificate. The CCRS and/or ACSSA offer an additional professional development opportunity to prepare students for a possible future role in church schools. This can be achieved alongside the BA Hons with QTS Primary Teaching as enhancement and is an opportunity, which is available to all students at Level I/Level 5 and Level H/Level 6. All primary QTS students at Liverpool Hope University have the opportunity to access RE within Foundation Subject study. More recently, the curriculum has been enriched by our engagement with a national project entitled ‘Transforming Lives’ which focuses upon the role of schools in spiritual and moral development. Subject Leader The delivery and assessment of 30 credits at Masters level will be achieved through an action research enquiry project requiring an intervention in practice with respect to a particular subject. The project develops knowledge and understanding in relation to theory and practice, and the skills of critical reflection and use of evidence, in relation to the impact of their practice on the outcomes for children and young people. This research will be disseminated to peers at an end-of-year conference based around evidence-best practice.

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INFORMATION RELATING TO SPECIALIST SUBJECT (SPORTS AND PE) Curriculum Diagram: See the diagram in the first half of this composite document for a mapping of this subject alongside the BA Primary Teaching (QTS)

Level Indicative Topics Covered

C (4) Foundations of theories and concepts in sport Topics include: sport and social theory, historical diffusion of sport, migration, identity, violence, conflict Foundations of participation and well-being Topics include: participation trends, talent identification, physical activity, PE and the national curriculum, coaching psychology, motivation in sport, psychology of youth sport Foundations of sport performance Topics include: personality and the individual, anxiety, significant others, psychology of groups, stress, emotion, confidence, sex differences Foundations of individual differences Topics include: skill classification, learning, practice, feedback, cultural identity, disability, class, gender, media, race and ethnicity Skills developed in practical work, laboratory skills and research skills, including data collection and analysis.

I (5) Explorations in participation and well-being Topics include: psychology of exercise and health, youth sport, body image, theories of exercise psychology, negative consequences of exercise, moral development Explorations in theories and concepts in sport Topics include: psychometric testing, aggression, attribution, sport and the media media and the business of sport, the structure and management of sport, sport and policy in action, working ethically in sport Explorations in sport performance Topics include: Psychology of coaching, communication, social support, coaching principles, coaching styles, elite sport coaching, coaching philosophy, teaching games for understanding Explorations in individual differences Topics include: feedback, skill learning, skill acquisition, attentional control, practice, visual search.

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Skills developed in practical work, laboratory skills and research skills, including data collection and analysis.

Aims and Learning Outcomes PROGRAMME AIMS: The programme aims to provide student with:

1. An academic rationale to critique sport and sporting activities in a multi-disciplinary manner (including sport psychology, sport sociology, coaching and physical education)

2. A wide range of subject specific skills, including coaching and research, improving the employability of the graduates

3. A broad appreciation of theoretical and applied sport-related issues from a critical knowledge base, for example in a sociological historical context though to sport management and development today

4. Personal and professional skills from a challenging and balanced curriculum that promotes critical thinking in theory and practice.

5. An understanding of the importance of allying theory with an understanding of research methodology and to introduce a range of research skills suitable for undertaking responsible and ethical research.

6. An intellectually stimulating environment in which students can develop as critical thinkers and autonomous learners.

LEARNING OUTCOMES:

Through the Subject Provision By the end of this year all students should be able to:

Year One 1. place sporting activity, both specifically and generally in psychological, sociological, historical and practical contexts

2. appreciate how both differences in the individual and in communities affects participation, performance and identity

3. apply the skills of coaching and teaching for specific sports and physical activities

4. reflect on and evaluate sports and/or activities from a psychosocial perspective

Year Two 1. apply appropriate analysis and research to their chosen placement scenario

2. apply and evaluate key sporting theories and principles in a sports teaching and coaching context

3. demonstrate professional and personal development of key skills and in a sporting environment

4. evaluate and apply knowledge and understanding of the multi-disciplinary aspects of sport in appropriate contexts

Assessments

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Assessments include written examinations, essays, reports, Laboratory logs/diaries and portfolios. Case studies, a presentation and a literature review are also used. FURTHER INFORMATION: Development of Key Generic (transferable) and Subject-specific skills at each level.

Subject Skills

The ability to take a sporting scenario and analyse it from a multidisciplinary perspective

To apply practice into a professional situation understanding how it sits in an historical context alongside the present day policy and good practice;

Competence in risk assessment including the ethical impact of research;

Strategies for updating, maintaining and enhancing knowledge through searching a range literature including journal articles;

The ability to access academic material from a range of sources, including regular use of journal material and e-books;

Generic (Transferable) Skills

Communicate through a range of media to a range of audiences, at an appropriate level;

Be able to reaching sustainable judgements through assimilation of information;

A knowledge of formal and informal methods of communication and their appropriate application including writing essays and Research Project pieces; producing posters for the scientific community and talking to an audience about particular topics;

Confidence with numeracy;

Personal Development Planning, engagement with the world of work etc. particularly through self-reflection and action planning;

Using on-line learning including the University Virtual Learning Environment in order to consolidate understanding and discuss issues with peers and academic staff;

SPECIAL FEATURES OF THE PROGRAMME:

1. Students have the opportunities for trips to the Universities Field Centre at Caerdeon to develop skills in various sporting activities

2. Students often take up the opportunity to study abroad for one or two semesters 3. The integrated nature in which the disciplines are delivered enables the students to

see sport in an inter-disciplinary way and so gain a more rounded education 4. Use of sporting practical to underpin the academic material using the purpose

designed laboratories and sports centre. 5. Pride ourselves in having tutors who actively support and develop students from the

day they arrive through their time at Hope and beyond in achieving their goals and ambitions

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6. Students have the opportunity to study abroad for one or two semesters as part of the programme.

7. Research methods are integrated throughout the curriculum to enhance understanding of the research process.

8. Fieldwork and text book purchases are subsidised to enable easy access for students. 9. Employability and life skills form an integral part of the curriculum and prepare

students for life beyond University.