Bachelor of Education in Physical Education. Physical. Education, Health & Human Development Te Rāngai Ako me te Hauora

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1 Bachelor of Education in Physical Education Physical. Education, Health & Human Development Te Rāngai Ako me te Hauora

2 Disclaimer All the information in this booklet was correct at the time of printing. Contents 3 Bachelor of Education (Physical Education), Bachelor of Education (Physical Education) with Honours 4 Entry Requirements and Applications 7 Programme structure 11 Typical pathway 14 UC Support Services

3 Bachelor of Education (Physical Education), Bachelor of Education (Physical Education) with Honours With a Bachelor of Education (Physical Education) degree you will develop a valuable set of skills transferable to a wide range of careers. UC graduates of Physical Education are passionate about movement, health and physical activity, and make inspiring Physical Education teachers. Alternatively, you may decide to become an outdoor education instructor, health promoter, fitness advisor, youth worker or recreational policy analyst. With a degree in Physical Education, you are highly sought after in both the school and commercial worlds. At the end of the third year, top students are invited to join the Bachelor of Education (Physical Education) with Honours, which provides accelerated access to further postgraduate study. Physical Education focusses on the study of movement and its contribution to the development of both individual and societal wellbeing. Our programme balances the theoretical study of exercise science and sociology of movement with the professional study of teaching and learning, which you are able to apply through practical experiences and teaching placements. Upon graduating you will receive either a Bachelor of Education (Physical Education), or a Bachelor of Education (Physical Education) with Honours. An Education degree is useful in all occupations dealing with people, their needs and development. Graduates have skills which equip them for employment in a wide range of careers and are highly sought after. From the last three years, 97% of our graduates are in paid employment, illustrating the strength of this programme s reputation. Successful completion of this programme meets the Education Council of Aotearoa New Zealand graduating teacher standards. Upon successful completion graduates may apply to the Education Council of Aotearoa New Zealand for provisional registration which enables you to apply for teaching positions in NZ. This programme is designed to meet the requirements for the NZ setting; please contact the relevant authorities for international requirements. What you can teach with the BEd(PE) Graduates of the BEd(PE) are qualified to teach Physical Education to senior secondary level (year 13). In addition they can choose to be qualified to teach senior Health and/or Outdoor and Environmental Education as well as another teaching subject of their choice. The wide range of teaching subjects students can graduate with increases employability. This is the only secondary teaching qualification which allows students to graduate with the ability to teach three subjects. 3

4 Entry Requirements and Applications To be considered for this programme applicants need the following: Academic Entry Students must have gained or intend to gain University Entrance before the programme start date. For further information see Admissions and Entry: Under 20: The minimum requirement is University Entrance. Over 20: Provide recent evidence of the ability to study at Tertiary level (NZQA level 4 or above). Expectation/Recommended Preparation Experience in dealing with young people recommended. Commitment to Te Reo and Tikanga Māori (Māori language and protocols). Good communication background such as public speaking or debating is very useful. Academic and people skills are more important than an extensive sporting background. PE, Health, Biology, Physics, Chemistry and English, to year 13 are advantageous but not a requirement. Evidence of leadership, coaching experience and/or positions of responsibility such as prefects, sports councils, peer support, etc is beneficial. IELTS Students for whom English is an additional language must provide evidence of their English language ability as follows: a) IELTS Academic 7.0, with no individual score below 7.0; or b) at least 2 years of successful study in a NZ secondary school, with at least 8 level 2 NCEA credits in English (4 reading and 4 writing). Note that satisfying these criteria does not guarantee entry to the programme. For further requirements and information, see the Application for Programme Entry: sport.shtml Application for Programme Entry Please phone or UC to request an Application for Programme Entry. Contact Centre Telephone: (Christchurch area/overseas) or Freephone in NZ: 0800 VARSITY ( ) enrol@canterbury.ac.nz Prospective Students webpage pe_sport_coaching/ 4 Bachelor of Education in Physical Education

5 Selection process Applications for Programme Entry are collated and considered for selection once complete. UC will contact students with confirmation of their completed application. Those considered for the programme will be invited to an interview (these can be face to face, by phone, or skype) and may be carried out in groups or individually. Interviewers are assessing interpersonal and communication skills, passion for teaching and expect professional presentation. UC will endeavour to contact students with an outcome for their application within one month of receiving their completed application. Please direct enquires about an application status to: International Students International students are encouraged to apply for this programme. Further information about fees, entry requirements and applying to study at UC: Key dates Duration Full time for 4 years, or part time in up to 6 years. Location Christchurch domestic and international students on campus in Christchurch. Attendance and Study Requirements Classes are scheduled between the hours of 8am and 7pm, Monday through Friday. Classes will not be scheduled all day, every day, but will normally run between these times. Consider full-time study the equivalent a fulltime job; commitment of about 40 hours a week, including classes for on-campus students. This may vary with some weeks requiring more, depending on assignment due dates. Consider part-time study a commitment of about 20 hours a week. The majority of the courses are one Semester long (half a year); students should be aware the timetable will differ for Semester 2 courses. Orientation Orientation Tues 16 Feb Welcome/mihi whakatau Wed 17 Feb Camp Thurs 18 Fri 19 Feb 5

6 Professional Practice Professional Practice is the time spent working in a school. It provides a supportive context in which students can trial and refine their planning, teaching and management skills. Professional Practice initiates students into the complexities of the teacher s role within the class, the school and the wider community. All students are allocated an Associate Teacher within the school, and a Programme staff member from UC who mentor and assess the teaching. Students should expect to be at the school between 8am and 5pm, Mon-Friday. They should participate fully in the daily routines of their school for the duration of the placement, including attending meetings where appropriate. Students should be aware that they will be required to complete planning and other assessments, outside of these school hours. Students need to meet their own travel and accommodation costs for out-of-town placements. In Year 1 students can expect to work with intermediate and primary age students in and around Christchurch in a four week professional practice. In Year 2 students go on a four week professional placement to an Area School in the South or North Island and Year 3 students will be placed in a secondary school in Christchurch for five weeks. Year 4 students must expect to be out of Christchurch for at least one professional placement. There are two placements in Year 4, one five weeks, one six weeks. Programme dates for Year 1 Official start date Tues 16 Feb Term one lectures Mon 22 Feb Fri 1 April Easter Holiday Fri 25 March Tues 29 March (UC Holiday includes Tue 29 March) Holiday Mon 6 Apr Fri 24 Apr Term two lectures Mon 25 May Fri 27 May Teaching Practice Mon 30 May Fri 24 June Queen s Birthday Holiday Mon 6 Jun Mid Year Holiday Mon 27 Jun Fri 8 Jul Term three lectures Mon 11 Jul Fri 19 Aug Holiday Mon 22 Aug Fri 2 Sept Term four lectures Mon 5 Sept Fri 14 Oct Labour Day Holiday Mon 24 Oct Programme end date Thurs 10 Nov Please note that the College of Education term dates may differ from those of other Colleges. For more info visit theuni/key_dates/ay2016.shtml 6 Bachelor of Education in Physical Education

7 Programme structure Bachelor of Education (Physical Education) typical degree structure Year 1 TEPS TEPP EDUC Level Level Level Year 2 TEPS 241 TEPP TECS 376 or 370 EDUC 200 Level EDUC 100 Level 200 Level Year 3 TEPS 341 TEPP TECS 377 or 371 EDUC 200 or or 300 Level Year 4 TEPS 342 TEPS 441 TEPP 342 TEPP TECS 300 Level TECS 300 Level 499 Professional Studies Professional Practice Physical Education Curriculum Studies Education courses Other teachable subject Optional honours course (30 points) Each small block represents a -point course. However, some courses may be 30 points (or more). Course Codes TEPS Professional Studies course TEPP Professional Practice course Teacher Education Physical Education course EDUC Education course from the B.A. Schedule OTS Other Teachable Subject paper from University Schedule TECS Teacher Education Curriculum Studies course Health and/ or outdoor education and/or OTS 7

8 Physical Education () These are the core Physical Education papers taught throughout the four year degree. Each year has been designed to build upon the last to enhance learning for all students. The courses specialise in three main areas: (1) Curriculum in Action (2) Exercise Science (3) Socio-cultural Studies. Curriculum in Action These courses, in years 1, 2 and 3, provide the specialist movement context for physical education. They are designed to link together the theory and practice of teaching physical education to the New Zealand Curriculum. Exercise Science These courses include all aspects of the exercise sciences essential to understanding human movement, health and physical activity in a physical education context. Taught our all four years, degree students will study specialist areas such as anatomy and physiology, nutrition, exercise physiology, biomechanics, exercise prescription and health. Socio-cultural Studies These courses, from a humanistic perspective, develop understandings of the social, cultural and pedagogical contexts for movement and physical education. Through the courses students will develop the necessary tools to become critically reflective students and future teachers. Professional Studies (TEPS) Professional Studies has four major aims: To assist students in their development of the essential skills, principles and practices required by all teachers in order to function effectively in a collaborative school environment. To explore the professional role of the teacher in the context of ethical, legal and other professional practices in schools. To assist students to develop knowledge of basic te reo and tikanga Māori in order to meet expectations of the partnership in the Treaty of Waitangi within the school context. To provide a community of practice that can support the student s professional needs. 8 Bachelor of Education in Physical Education

9 Professional Practice (TEPP) Teaching Practice allows the student teacher to develop skills and gain experience in practical situations with professional support from school associates and college lecturers. Details of Professional Practice in Year one are described on page 6. Exemptions from particular placements will be considered only in exceptional circumstances. You will need to meet your own travel and accommodation costs for out-of-town placements. Please ensure that you budget for this. Education Courses from the BA Schedule (EDUC) These courses are education based and cover broader, literal aspects of educational philosophy and pedagogy. They provide the educational basis from which the physical education courses are drawn. 9

10 Other Teachable Subject (ots) Other teachable subject courses provide the background to teaching another school subject. OTS options include the following subjects: Art Economics English Health International Languages Mathematics Music Outdoor and Environmental Education Performing Arts Science with Biology, Chemistry or Physics Social Studies Geography, History or Classical Studies Technology Te Reo Māori If you need guidance selecting the appropriate courses for your Other Teaching Subject please contact a liaison advisor (liaison@canterbury. ac.nz) or your programme coordinator. Curriculum Studies (TECS) TECS courses provide the opportunity to take the necessary curriculum courses (secondary teaching courses) for the OTS, or to take an additional specialism such as Health or Outdoor Education. Biculturalism Throughout the degree students are provided with the opportunity to extend their skills and knowledge of basic te reo and tikanga Māori (Māori language and protocols) as appropriate for a secondary school teacher. An important context for learning is the marae visit held at the beginning of Year 2, and the mihi whakatau involving both Year 1 and Year 2 students. Other BEd(PE) Requirements Students are required to hold a current first aid certificate at the time of graduation. Students are also required to attend the physical education camp each year, and to participate in a marae visit in Year 2 of the programme. 10 Bachelor of Education in Physical Education

11 Typical pathway There is a mixture of compulsory and optional course pathways which should be discussed with a year coordinator or Student Advisor before enrolment. This is an example of one recommended pathway. Year One For Occurence Course Code Course Title S1 101 Curriculum 1 Practically implement effective teaching and learning processes for the Health and Physical Education curriculum, with strategies appropriate for year 7-10 learners. (Compliments TEPS 141 Professional Studies). S2 102 Anatomy and Physiology Explore the human body s structure and functions, and how systems interact to maintain equilibrium in exercise. You then experience in practical laboratory sessions how this knowledge can be applied to both sport performance and Physical Education. S1 105 Social History of Sport and Physical Education Using historical and philosophical frameworks you critique the development of New Zealand Physical Education, thereby gaining an understanding of contemporary movement culture. T2 A TEPP141 Professional Practice 1 Here you get to practice and observe teaching and learning processes by working in primary and intermediate schools and using the fundamental pedagogical (to lead the child) skills of behaviourism and teacher centered pedagogy. X TEPS141 Professional Studies 1 Through theory, practical application and reflection you get to develop the fundamental skills of beginning physical education teachers. EDUC Level 100 Education course from the B.A. Schedule S1 or S2 OTS Subject paper from University Schedule S1 or S2 OTS Subject paper from University Schedule Points 11

12 Year 2 For Occurence Course Code Course title S2 201 Curriculum 2 Here you link the theory to practice, and practically apply the concepts of constructivist (experience and reflection) pedagogy including games approaches to the teaching and learning of physical education. S2 202 Biomechanics Use mechanical principles to understand human motion by analysing and assessing movement with qualitative (observed) and quantitative (measured) approaches. S2 203 Exercise Physiology Practical laboratory sessions and seminars help you link the key concepts of exercise physiology to practice. With hands-on engaging learning experiences you undertake fitness assessments and investigate the anaerobic and aerobic energy systems, as well as acute and chronic responses to exercise. T4 A TEPP241 Professional Practice 2 Practice and observe teaching skills in schools, including the application of positive, preventative management strategies. Develop curriculum based episodic lesson plans and explore theoretical positions especially cognitive constructivist approaches to teaching and learning in physical education. S2 TEPS241 Professional Studies 2 Understand cognitive, constructivist approaches to teaching and learning within diverse secondary school environments and the use of positive preventative management strategies to enhance the student learning environment. Examine pedagogical strategies for using Games Approaches within curriculum based lessons. S1 or S2 EDUC Level 100 Education course from the B.A. Schedule, choose from EDUC101, 102 or 103 S1 or S2 EDUC Level 200 Education course from the B.A. Schedule S1 or S2 OTS Other Level 200 Teachable Subject course from University Schedule Year 3 For Occurence Course Code Course title Si 301 Curriculum 3 Through movement, deliver physical education curriculum by practically applying socio-cultural learning theory and using instrumental approaches. S1 304 Movement Culture Studies Gain the knowledge and skills needed to effectively teach sport studies within secondary schools. Critically examine movement culture and study socio-cultural aspects of sport. S1 309 Exercise Physiology 2 Be innovative in planning, implementing and evaluating an exercise science research project for your chosen sport or activity, and develop an increased understanding of how the integrated multi-disciplinary nature of exercise science (Biomechanics, physiology, psychology and nutritional determinants of performance) may enhance physical activity performance. T2 A TEPP 341 Professional Practice 3 Experience intensive school based teaching practice and apply socio-cultural learning theory and pedagogies while also integrating the skills and knowledge gained through the other courses. X TEPS341 Professional Studies 3 Explore humanist and relational approaches to managing students behaviour, and understand the application of socio-cultural learning theory and pedagogy to facilitate learning. S1 or S2 305 Social Context of Physical Education Understand how to create equitable, ethical and socially-just learning environments through pedagogical practices, and critically examine the relationships between physical education, physical activity, sport, culture and education. Explore the dominant hegemonic (influence over another) practices in physical education programmes. S1 or S2 EDUC Level 200/300 Education course from the B.A. Schedule S1 or S2 OTS Other Level 200/300 Teachable Subject course from University Schedule Points Points 12 Bachelor of Education in Physical Education

13 Year 4 For Occurence Course Code Course title YB2 404 Physical Education Futures Gain a comprehensive understanding of trends and dilemmas currently influencing physical education. Explore future directions of knowledge and learning and using qualitative research actively engage and critically reflect upon learning for students in diverse physical education settings. S1 409 Exercise for Health and Performance Experience a cross-disciplinary sport science focus on the role exercise and nutrition has in the spectrum from health to enhanced sport performance. You will have the opportunity to collect data in an area of interest, which may include exercise prescription for making people faster, stronger, more efficient and less susceptible to injury and illness. T1 A T3 A TEPP342 Professional Practice 4 Observe, plan, teach and assess whole lessons in the senior secondary school. As the placement progresses you take a greater role in planning and teaching a sequence of lessons, ultimately building towards teaching a unit of work with at least one class. You take an increased responsibility for managing the learning environment including preventative management of students and continue to develop your ability to implement socio-cultural learning theory and pedagogies. TEPP343 Professional Practice 5 Take responsibility for all aspects of planning, teaching and assessing a unit of work at different class levels and catering for diverse learners. Utilise a range of socio-cultural/critical pedagogies and demonstrate increased responsibility for class management including corrective management of students. YB1 TEPS342 Professional Studies 4 Understand teaching as a profession, by examining senior school curriculum guidelines, content requirements, assessment for learning principles, NCEA assessment procedures, and appropriate teaching and learning methodologies. For the secondary school environment, examine the philosophies and learning theories associated with socio-cultural pedagogies for teaching and learning. YB2 TEPS441 Professional Studies 5 Gain a greater understanding of the teaching profession by understanding implications for beginning teachers, and investigate literature and research on contemporary and future directions of education including inclusive and culturally responsive pedagogies. Examine the philosophies and learning theories associated with socio-critical pedagogies. S1 or S2 TECS Level 300 Teacher Education Curriculum Studies course Health and/or Outdoor Education and/or OTS S1 or S2 TECS Level 300 Teacher Education Curriculum Studies course Health and/or Outdoor Education and/or OTS Honours For Occurence Course Code Course title YC 499 Honours Project Invited Honours students may enrol in this course. Students plan, conduct and document an original study in an area of interest from the physical education field. The exact programme for each student will be agreed with the student s assigned tutor. Points Points

14 UC Support Services Students have access to the full range of University services available on campus. The Education Library provides excellent resources. For further information visit The Academic Skills Centre offers assistance with a wide range of topics including understanding essay questions, assignment writing, grammar, time management etc. The Disabilities Resource Service provides assistance for students who have a disability. To access these services, students should register on enrolment. The Health Centre has an extensive range of medical, counselling and related services that are affordable, accessible and of high quality: Many other support services are available; for a complete list visit student.shtml The University Bookshop can provide most of the course text books: For further information about admissions, enrolment and accommodation please contact Liaison Fees, Scholarships and Studylink Approximate fees (based on 20 figures) for domestic students for one year of full-time study are $5,500. An additional student levy and administration fee applies. For more info see: fees-and-funding/. Students will also need to budget for resources, accommodation and travel to teaching practices. If students intend to seek financial support from Studylink, it is recommend that they apply as soon as they have a UC ID number, to ensure loan applications are fully processed in time for the start of the academic year. Fees must be paid in order to access all UC services. For information on scholarships available, visit the UC scholarships website or contact TeachNZ For further information please contact: Liaison liaison@canterbury.ac.nz Phone: College of Education, Health and Human Development Student Advisors educationadvice@canterbury.ac,nz Phone: Bachelor of Education in Physical Education

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16 College of Education, Health and Human Development: T: E: education@canterbury.ac.nz University of Canterbury Te Whare Wānanga o Waitaha Private Bag 4800 Christchurch 8140 New Zealand CEDU

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