IL2-4 Work in Progress
The IL2,3 and 4 programme is under development at present. Draft documentation is available.
What follows is a general guide to contents.
IL2 Notes
IL2 (Instructor) will be a 2-day course intended to increase and assess the candidate’s ability to teach an ongoing course in historical fencing with due regard to historical authenticity, effective learning and safety.
The course will include a significant taught element intended to ensure that candidates are aware of legal requirements and duties as well as the key principles of teaching a class.
Course Contents
Introduction
Part 1: The Role of the Instructor
Requirements to Teach
Part 2: Instructor Methodology The Basic Teaching Process
Drill Methodology
Part 3: Running a Fencing Class
Class Management
Class Structure
Selecting Activities
Final Notes
General Course Format
Preparation and Pre-Assessment
Candidates prepare a group lesson plan for pre-assessment
Day 1:
Introduction. Candidates are provided with documentation and advised of assessment requirements.
AM Session: Part 1-2 (Instructor role and methodology, part taught and part demonstrated on a workshop basis)
PM Session: Short assessments for all candidates
Day 2:
AM Session: Part 3 (Running a Fencing Class) taught material.
PM Session: Class lesson assessments
IL2 Assessment
Assessment takes three forms:
· Pre-assessment, which must be passed to take the course
· Informal assessment of candidates’ absorption of taught element
· Formal observation and assessment of candidates’ class and individual teaching
Pre-Assessment
Pre-Assessment (required to be allowed onto the IL2 course) takes the form of a detailed group lesson plan which displays logical structure and historical knowledge beyond that expected from an IL1 candidate, and includes relevant information on safety precautions and any other issues to be considered when teaching this lesson.
(Candidates will be given an indication of what the lesson plan should include when they apply for the course.)
Assessment of Taught Content
Taught content is assessed informally, in that the course instructor must see candidates actively trying to absorb and make use of the information presented.
Formal Assessment
Assessment takes the form of a series of short teaching demonstrations and one longer assessment. The candidate is expected to show their understanding of the principles of teaching fencing whilst:
· Teaching a single simple technique
· Setting up an appropriate set-piece drill built around their chosen single technique and its applications
· Setting up an appropriate drill of a more advanced type (e.g. choice reaction or timely set-piece) based on the previous technique.
And in addition the candidate will be expected to teach a short (20-minute) class lesson which will be assessed on multiple criteria.
Pre-Assessment of Lesson Plan
Facilitation
Necessary Equipment
Student Requirements
Safety Considerations
Structure
Warm-Up or Starter Activity
Teaching Activities
Suitable Drills or Other Practice Activity
Content
Suitability of Content
Historical Authenticity
Coherence of Content
Martial Context
(Possible Score: 10)
Informal Assessment of taught content
This is a pass/fail assessment based upon the assessor’s overall impression. Normally candidates would be expected to pass unless they are disruptive, argumentative or asleep. Failure would be most unusual and self-inflicted.
Assessment of Short Teaching Assignments
Simple Technique
Suitable Content
Clearly Explained and Demonstrated
Basic Drill
Logical follow-on
Clearly Explained and Demonstrated
Well Controlled
Advanced Drill
Logical Follow-On
Clearly Explained and Demonstrated
Well Controlled
Suitable Corrections Applied
Positive Learning Outcome*
(Possible Score: 10)
* students need not necessarily succeed at the drill, but it must be clear to the assessors that the drill sequence would lead to an increase in the students’ abilities if they did succeed, and that this is possible.
Assessment of Class Lesson
Lesson Structure and Timing
Adaptation to the Available Students
Historical Authenticity
Martial Context
Instructor’s Personal Ability*
Explanations to Class
Corrections to Class or Individuals
Assessment of Student Progress and Answers to Questions
Control of Activities and Drills
Use of Protective Equipment and Procedures
(Possible Score: 30)**
*The instructor would be expected to demonstrate good biomechanics, clean and crisp technique, and a generally high level of competence with the weapon at hand.
**each category is scored 0-3, with an expected minimum of 10 for a pass. One of more zeroes would be grounds for serious concern, but might not result in a fail.
Guideline would be:
0: No evidence seen/complete lack of competence/serious deficiency
1: Adequate level of competence; candidate would be considered weak in this area.
2: Solid competence; candidate would be considered about average for an IL2 instructor
3: Candidate is well above average in this area.
IL3 Notes
IL3 (Advanced Instructor) will be a 2-day course intended to improve the candidate’s ability to train and coach individual fencers in a class or individual environment
The course will include a significant taught element intended to ensure that candidates are capable of adapting their methods to suit the needs of the individual student as well as the context of the weapon or system being taught.
IL3 Course Contents
Introduction
Advanced Coaching
Part 1: Effective Coaching
Different Kinds of Learning Among Students
Promoting Understanding vs. Rote Repetition
Long-Term Development, i.e. The ‘Stew Factor’
Dealing with ‘Difficult’ And ‘Struggling’ Students
Selecting and Training Instructor Candidates
Part 2: Developmental and Remedial Coaching
Bad Habits
Targeted Drills
Use of Restricted and Specialized Freeplay
The Psychological Element
Part 3 Historical Interpretation
Physical and Biomechanical Factors
Social Factors
Psychological Factors
Historical Language and Assumptions
IL3 Assessment:
Assessment takes three forms:
· Pre-assessment, which must be passed to take the course
· Informal assessment of candidates’ absorption of taught element
· Formal observation and assessment of candidates’ class and individual teaching
Assessment is largely based around demonstration that the principles taught at IL2 have been thoroughly understood and are in use.
Pre-Assessment
Candidates will present a 12-lesson syllabus for the teaching of a given weapon with due regard to historicity and student development. Level of detail will be much lower than an individual lesson plan, but there should be a logical progression to the content as well as due regard to the historical source material in use.
Assessment of Taught Content
Taught content is assessed informally, in that the course instructor must see candidates actively trying to absorb and make use of the information presented.
Formal Assessment
Assessment takes the form of a series of individual lessons, ideally with different students.
1. Beginner lesson – a lesson that teaches the student basic concepts and techniques of the weapon at hand.
2. Advanced Lesson – a lesson that works on more advanced concepts, e.g. varying parry or riposte, use of timing, tactics, or second-intention actions.
3. Specialized Lesson – a lesson that works on a student’s strengths or weaknesses or is intended to eliminate bad habits.
IL4 Notes
IL4 (Senior Instructor) will be a 1-day assessment with no taught content. The intent is to allow the candidate to show how they have taken the IL2-3 content and built upon it, and to showcase their own coaching abilities.
IL4 Assessment:
IL4 assessment will take the form of a ‘request session’ in which the candidate will be expected to demonstrate the ability to teach a variety of concepts and techniques suitable to their weapon and system, at the assessors’ request. Examples include:
· How would you teach a complete beginner footwork?
· How would you correct a persistent hard hitter through drills or other teaching methods?
· Demonstrate the teaching of a second-intention action
· Demonstrate how you would teach a key concept or technique from your chosen system, and put it in the context of the historical material.
· Demonstrate how you would teach and get students to drill a complex or difficult action
The candidate will also teach a ‘showcase lesson’ of their devising and choice. This should include varied drills and methods, but is otherwise open. The lesson must be historically authentic and impressive from a coaching-skills point of view.
What follows is a general guide to contents.
IL2 Notes
IL2 (Instructor) will be a 2-day course intended to increase and assess the candidate’s ability to teach an ongoing course in historical fencing with due regard to historical authenticity, effective learning and safety.
The course will include a significant taught element intended to ensure that candidates are aware of legal requirements and duties as well as the key principles of teaching a class.
Course Contents
Introduction
Part 1: The Role of the Instructor
Requirements to Teach
Part 2: Instructor Methodology The Basic Teaching Process
Drill Methodology
Part 3: Running a Fencing Class
Class Management
Class Structure
Selecting Activities
Final Notes
General Course Format
Preparation and Pre-Assessment
Candidates prepare a group lesson plan for pre-assessment
Day 1:
Introduction. Candidates are provided with documentation and advised of assessment requirements.
AM Session: Part 1-2 (Instructor role and methodology, part taught and part demonstrated on a workshop basis)
PM Session: Short assessments for all candidates
Day 2:
AM Session: Part 3 (Running a Fencing Class) taught material.
PM Session: Class lesson assessments
IL2 Assessment
Assessment takes three forms:
· Pre-assessment, which must be passed to take the course
· Informal assessment of candidates’ absorption of taught element
· Formal observation and assessment of candidates’ class and individual teaching
Pre-Assessment
Pre-Assessment (required to be allowed onto the IL2 course) takes the form of a detailed group lesson plan which displays logical structure and historical knowledge beyond that expected from an IL1 candidate, and includes relevant information on safety precautions and any other issues to be considered when teaching this lesson.
(Candidates will be given an indication of what the lesson plan should include when they apply for the course.)
Assessment of Taught Content
Taught content is assessed informally, in that the course instructor must see candidates actively trying to absorb and make use of the information presented.
Formal Assessment
Assessment takes the form of a series of short teaching demonstrations and one longer assessment. The candidate is expected to show their understanding of the principles of teaching fencing whilst:
· Teaching a single simple technique
· Setting up an appropriate set-piece drill built around their chosen single technique and its applications
· Setting up an appropriate drill of a more advanced type (e.g. choice reaction or timely set-piece) based on the previous technique.
And in addition the candidate will be expected to teach a short (20-minute) class lesson which will be assessed on multiple criteria.
Pre-Assessment of Lesson Plan
Facilitation
Necessary Equipment
Student Requirements
Safety Considerations
Structure
Warm-Up or Starter Activity
Teaching Activities
Suitable Drills or Other Practice Activity
Content
Suitability of Content
Historical Authenticity
Coherence of Content
Martial Context
(Possible Score: 10)
Informal Assessment of taught content
This is a pass/fail assessment based upon the assessor’s overall impression. Normally candidates would be expected to pass unless they are disruptive, argumentative or asleep. Failure would be most unusual and self-inflicted.
Assessment of Short Teaching Assignments
Simple Technique
Suitable Content
Clearly Explained and Demonstrated
Basic Drill
Logical follow-on
Clearly Explained and Demonstrated
Well Controlled
Advanced Drill
Logical Follow-On
Clearly Explained and Demonstrated
Well Controlled
Suitable Corrections Applied
Positive Learning Outcome*
(Possible Score: 10)
* students need not necessarily succeed at the drill, but it must be clear to the assessors that the drill sequence would lead to an increase in the students’ abilities if they did succeed, and that this is possible.
Assessment of Class Lesson
Lesson Structure and Timing
Adaptation to the Available Students
Historical Authenticity
Martial Context
Instructor’s Personal Ability*
Explanations to Class
Corrections to Class or Individuals
Assessment of Student Progress and Answers to Questions
Control of Activities and Drills
Use of Protective Equipment and Procedures
(Possible Score: 30)**
*The instructor would be expected to demonstrate good biomechanics, clean and crisp technique, and a generally high level of competence with the weapon at hand.
**each category is scored 0-3, with an expected minimum of 10 for a pass. One of more zeroes would be grounds for serious concern, but might not result in a fail.
Guideline would be:
0: No evidence seen/complete lack of competence/serious deficiency
1: Adequate level of competence; candidate would be considered weak in this area.
2: Solid competence; candidate would be considered about average for an IL2 instructor
3: Candidate is well above average in this area.
IL3 Notes
IL3 (Advanced Instructor) will be a 2-day course intended to improve the candidate’s ability to train and coach individual fencers in a class or individual environment
The course will include a significant taught element intended to ensure that candidates are capable of adapting their methods to suit the needs of the individual student as well as the context of the weapon or system being taught.
IL3 Course Contents
Introduction
Advanced Coaching
Part 1: Effective Coaching
Different Kinds of Learning Among Students
Promoting Understanding vs. Rote Repetition
Long-Term Development, i.e. The ‘Stew Factor’
Dealing with ‘Difficult’ And ‘Struggling’ Students
Selecting and Training Instructor Candidates
Part 2: Developmental and Remedial Coaching
Bad Habits
Targeted Drills
Use of Restricted and Specialized Freeplay
The Psychological Element
Part 3 Historical Interpretation
Physical and Biomechanical Factors
Social Factors
Psychological Factors
Historical Language and Assumptions
IL3 Assessment:
Assessment takes three forms:
· Pre-assessment, which must be passed to take the course
· Informal assessment of candidates’ absorption of taught element
· Formal observation and assessment of candidates’ class and individual teaching
Assessment is largely based around demonstration that the principles taught at IL2 have been thoroughly understood and are in use.
Pre-Assessment
Candidates will present a 12-lesson syllabus for the teaching of a given weapon with due regard to historicity and student development. Level of detail will be much lower than an individual lesson plan, but there should be a logical progression to the content as well as due regard to the historical source material in use.
Assessment of Taught Content
Taught content is assessed informally, in that the course instructor must see candidates actively trying to absorb and make use of the information presented.
Formal Assessment
Assessment takes the form of a series of individual lessons, ideally with different students.
1. Beginner lesson – a lesson that teaches the student basic concepts and techniques of the weapon at hand.
2. Advanced Lesson – a lesson that works on more advanced concepts, e.g. varying parry or riposte, use of timing, tactics, or second-intention actions.
3. Specialized Lesson – a lesson that works on a student’s strengths or weaknesses or is intended to eliminate bad habits.
IL4 Notes
IL4 (Senior Instructor) will be a 1-day assessment with no taught content. The intent is to allow the candidate to show how they have taken the IL2-3 content and built upon it, and to showcase their own coaching abilities.
IL4 Assessment:
IL4 assessment will take the form of a ‘request session’ in which the candidate will be expected to demonstrate the ability to teach a variety of concepts and techniques suitable to their weapon and system, at the assessors’ request. Examples include:
· How would you teach a complete beginner footwork?
· How would you correct a persistent hard hitter through drills or other teaching methods?
· Demonstrate the teaching of a second-intention action
· Demonstrate how you would teach a key concept or technique from your chosen system, and put it in the context of the historical material.
· Demonstrate how you would teach and get students to drill a complex or difficult action
The candidate will also teach a ‘showcase lesson’ of their devising and choice. This should include varied drills and methods, but is otherwise open. The lesson must be historically authentic and impressive from a coaching-skills point of view.
