Fact Sheet 2018 PROGRAMME SUMMARY
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1 Fact Sheet 2018 PROGRAMME SUMMARY Programme: Credits: Career options: Delivery mode: Duration: Advanced Diploma in Physical Education and School Sports (NQF level 7), SAQA ID Minimum 132 credits, maximum 144 credits Phase-specific specialist physical education teacher or school sports coach or school sports manager Contact learning 1 year (full-time) or 2 years (part-time) BACKGROUND INFORMATION The Advanced Diploma in Physical Education and School Sports has been designed to produce specialists in physical education and school sport who are able to provide intensive, focused and applied knowledge and skills in physical education teaching and school sport management. Successful graduates of this programme are equipped with a deep and systemic understanding of current thinking, best practice, theory and methodology in terms of learning about and through movement. They are also well trained in the development of learners physical fitness and skills as well as overall motor performance. ADMISSION REQUIREMENTS To be accepted into the programme you must have completed cognate (equivalent) studies in physical education and sport at NQF 6 level in your entry qualification which can be one of the following: a four-year Bachelor of Education degree; a general first degree or diploma plus a Postgraduate Certificate in Education (PGCE) or a former Higher Diploma in Education (postgraduate); a former Advanced Certificate in Education (Level 6 on the former 8-level NQF) or a former Further Diploma in Education which follows a former professional teaching qualification or a former four-year Higher Diploma in Education; or a new Advanced Certificate (Level 6 on the current 10-level NQF) which followed a former Diploma in Education (including a National Professional Diploma in Education).
2 LEARNING OUTCOMES OF PROGRAMME Upon successful completion of this programme you will be able to: demonstrate sound theoretical knowledge and understanding of the key terms, concepts, facts, principles, history and theories of physical education, sport management and psychology, exercise and nutrition, and pedagogics; demonstrate ability to integrate, apply and evaluate knowledge and understanding in a range of practical contexts; demonstrate sound knowledge of the structure and functions of the human body and of the child s or teenager s cognitive, psychomotor, social and emotional development; demonstrate ability to manage, organise, teach, coach and assess learners effectively using a range of developmentally appropriate and theoretically informed strategies and tasks; select a range of context-appropriate resources and technologies for implementation in practical presentations and evaluations of physical education and school sport activities; design and implement physical activities and events in a safe environment, and also select, evaluate and implement a range of context-appropriate resources and technologies to facilitate physical education and school sport; demonstrate understanding of the challenges of diversity in cooperative activities and incorporate this understanding into the planning, management and evaluation of physical education and school sport; demonstrate practical competence in assessment of learners with different abilities, in reporting on assessments, and in designing, adapting and implementing techniques and interventions in collaboration with parents, teachers and multidisciplinary teams; demonstrate an understanding of the challenges that face physical education and sport management in both resource-rich and resource-constrained contexts; demonstrate capacity to critically analyse relevant materials, resources and practices, and also design contextually relevant physical education and school sport interventions; demonstrate knowledge of different and appropriate procedures and methods of enquiry and information gathering to be able to identify, analyse and research issues in physical education and school sport as well as provide evidence-based solutions and theoretically informed arguments; communicate accurately, coherently and effectively both orally and in written form and use information and communication technologies (ICTs) competently when engaging with relevant stakeholders within the school context; communicate accurately, coherently and effectively both orally and in written form and use ICTs competently to prepare assignments that provide evidence of insight and make use of appropriate academic conventions and rules; and demonstrate capacity to monitor your own learning progress and apply relevant learning strategies necessary for lifelong learning.
3 PROGRAMME STRUCTURE The following modules are offered as part of the curriculum for this programme: ELECTIVE MODULES Physical Education for Foundation and Intermediate Phase Teachers 1, and Physical Education for Foundation and Intermediate Phase Teachers 2 OR Physical Education for Senior Phase and Further Education and Training Teachers 1, and Physical Education for Senior Phase and Further Education and Training Teachers 2 CORE MODULES Pedagogics in Physical Education and Sport 1 Pedagogics in Physical Education and Sport 2 Methodology in Physical Education Sport Psychology in Practice Sport Coaching Sport and Exercise Science Nutrition for Physical Education and Sport Sport Management Adapted Physical Education and Sport Computer Practice for Teachers* The modules are offered over the course of two semesters for full-time students and over the course of four semesters for part-time students. Accordingly, there are two programme formats, as follows: 1. Part-time (PT) This programme commences in January Students attend late afternoon/early evening lectures weekly, and tutorial or practical sessions on Saturday mornings. 2. Full-time (FT) This programme commences in January Students attend late afternoon and early evening lectures weekly, and practical or tutorial sessions on Saturday mornings. In both of the above programme formats students are expected to carry out a range of activities within a school setting. Students who are employed as teachers at the time of studying can make arrangements with their current schools to undertake the stipulated activities there. All students not employed at a school will be assisted by Embury to identify schools where they can carry out the stipulated activities.
4 RULES OF PROGRESSION In order to be awarded the Advanced Diploma in Physical Education and School Sports, you must complete eleven modules, nine of which are compulsory and two are electives. You select the two elective modules based on the phase you are qualified to teach. All students must meet minimum ICT competence requirements. Based on recognition of prior learning or diagnostic testing students will be granted credit exemption for Computer Practice for Teachers*. Note that you must pass all of the stipulated modules in order to be awarded the Advanced Diploma in Physical Education and School Sports. The minimum pass mark for each module is 50%. ASSESSMENTS All Embury modules have a clearly defined assessment strategy and assessment weighting per mode of delivery, and include both formative and summative assessment tasks. Formative assessment tasks provide both you, the student, and the lecturer with feedback as to your progress during the course of the module. Formative assessment tasks do not contribute towards your final assessment mark for the module. Summative assessment tasks take place at the end of a period of learning and measure your achievement. Summative marks contribute towards your final mark for the module. All modules have continuous assessment (CASS) tasks, which are summative assessment tasks completed during the course of the module. CASS tasks are used to calculate your duly performed (DP) mark. Certain Embury modules may have CASS tasks and an examination at the end of the module, while a CASS module has only CASS tasks (in other words, no examination). ARTICULATION POSSIBILITIES Once you have completed the Advanced Diploma in Physical Education and School Sports, you may wish to undertake: a cognate Bachelor of Education Honours degree; an Honours degree in another cognate field; or a cognate Postgraduate Diploma in Education. Accumulated credits may also be presented for entry into a cognate Bachelor's degree, including a Bachelor of Education degree. For more information, please contact Embury (details can be found in the footer).
5 PRICING Your programme fee includes the cost of tuition, but excludes the cost of textbooks. Please contact Embury for all current fees. DISCLAIMER The content of this fact sheet is accurate at time of issue. Embury reserves the right to change the programme content in accordance with legislative changes, market requirements and other factors. Notice of such changes will be published on our website.
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