Level 5 Certificate in Primary School Physical Education Specialism - - PowerPoint PPT Presentation

Level 5 Certificate in Primary School Physical Education Specialism

Good morning!

Please find your table number and have a catch up chat with your fellow delegates.

LRS Contact: Geoff Maltby Tutors: Nicky Collett & Suzanne Flint

New Table Partners! TABLE 1 TABLE 2 TABLE 3 TABLE 4 Aaron Aiden Sarah Lauren Kirsty Rosie Charlotte Tom Siobhan Alison Liam Rebecca Luke Rhi Sayed Abbie Joe

While we are waiting to start please hand in any completed tasks – but not TASK 0.

Learning Outcomes - WALT!

• Raise the importance of dance as part of the PE

curriculum (justify its inclusion)

• Explore what delegates are going to do to

support Dance in their own school

• Understand the guidance produced for the use
• f coaches/external sports staff in schools
• Be able to provide an example of how, when and

why advice was sought and used to support or enhance their own teaching and learning

• Understand their own completion position and

what is required to finish the course

LEVEL 5 – DAY 5

(Approximate timings)

TIME TOPIC

9.00-9.15 Welcome, plan for the day and updates 9.15-9.30 Complete task 1 9.30-10.00 What is Dance and where is it from Can we use these as starting points for dance lessons? 10.00-12.00 Dance Practical –KS2 cross-curricular example 12.00-12.30 Cross-curricular links – in school (literacy), external to school (events) Dance reflection – Dance in your school, development aims and methods.? Dance resources – samples of longer booklets available on the website. 12.30-1.00 Lunch 1.00-1.15 Feedback from handed in completed tasks 1.15-1.45 Jigsaw to reinforce terminology 1.45-2.30 Advice and Support for Teachers, including use of coaches 2.15-2.30 Break 2.30-3.00 Plenary and evaluation to be completed. Support available to delegates after session

Updates

• New Ofsted framework
• ‘Doubled’ Sport Premium money for next year
• Reminder that 2019-20 needs to be reported on your website by

31 July 2019

• AfPE Quality of PE poster

Level 6 Primary Award in Physical Education 9th July 2019 & academic year 20/21: £200

The Level 6 Award in Primary School Physical Education Subject Leadership is a recognised qualification that aims to upskill primary teachers, to be able to lead the subject including the overall delivery of the primary school PE curriculum. On successful completion you will be able to undertake subject leadership within primary school physical education, leading, teaching and delivering a sustainable high quality primary school PE experience for primary aged pupils. In addition, you will be expected to demonstrate that you can upskill

• ther teachers in this curriculum area.

Key tasks include:

• Conduct an audit and carry out at least 3 lesson observations
• Gather stakeholder feedback on the audit and decide on a targeted strategy for

improvement

• Lead and manage the implementation of the targeted strategy over a minimum of one term
• Monitor, change and evaluate the strategy
• SMT/HT need to complete an interview form with you afterwards

Pre-requisites: Delegates must have Qualified Teacher Status (QTS) to receive the official award. Non- QTS delegates can receive a LRS certificate of completion. Delegates must have successfully completed the Level 5 before beginning the course. .

Task 1 – Personal Development Plan Review and Report

Previously… This task relates to your own practice and is a Personal Development Plan (PDP). We started this in session 1, reviewed progress in session 3 and now need to complete the page 6 review. Review the Personal Development Plan (PDP) Planning Process – remember… 1.What are the gaps in provision I need to address in order to meet pupil needs? 2.What do I need to learn (skills and attributes linked to teachers’ standards) in

• rder to meet pupil needs?

3.What do I have to do in order to learn (formal/informal)? 4.What support and resources will I need? 5.How will I measure success? 6.I now need to review its success. Today… complete p.6 review. Add extra if required! Please hand in your booklet when complete.

What is dance and where does that information come from? How do children know what dance is? Popular culture has a huge impact... In pairs name 3 sources of dance that your pupils are likely to have been exposed to or seen.. Consider...

• Television
• Books
• Film
• Any others...

What are the advantages and disadvantages of this kind of exposure to Dance?

What does good Dance look like? What do we want our children to learn, experience and do?

‘In dance, children should create, perform and appreciate dances. They should develop physical skills and the ability to use space imaginatively and work with

• thers to perform confidently and with expression. They should learn about and

experience dance styles form different times, places and cultural contexts and see and participate in live performances.’

Sir Jim Rose, Review of Primary Education, 2009

Youth Dance England “Dance in and beyond school” – p.20.

(We’ll put this on the website as a resource)

TOPs Cards: Ways of Thinking... Pupils think about how to express and communicate ideas, emotions and concepts Dancing Performing Watching Creating

Why Dance?

Practical - Dance Let's get dancing!!! Leave what you like in this room, but please bring:

• a drink,
• a writing implement,
• Horrid Henry booklet.

We are focusing on a lower Key Stage 2 example using a fictional short story as a starting point.

Cross-curricular Links

Dance is an effective vehicle for supporting cross-curricular work there are lots of different ways and possible links... For example... ''Horrid Henry‘’

• Numeracy: Counting the beat of the music
• Literacy/English: The topic originates from the story book

On your table come up with two other possible starting points/ideas for dance work. Consider...

• English/literacy
• ICT
• Music
• Science
• Other areas of PE?...

Complete your Dance Reflection sheet.

Terminology Jigsaw Internal verification highlighted a slight gap in knowledge/misunderstanding, so we need to do it again! Put the statements in to the correct boxes, there are 3 per box. Check your answers!

Advice and Support for Teachers When you need advice or support for a PE related issue, who do you use to help? Consider who may be able to help from WITHIN your primary school (internal) and OUTSIDE your primary school (external). Consider whether you would choose the same people to help with…

• PE subject specific knowledge
• Pupil related issues
• Ideas for increasing physical activity

levels in lessons

• Lesson organisation and delivery

(equipment, lesson flow, differentiation etc)

Use of external coaches and agencies

The following information is part of a statement that has been agreed by National Partners (scUK, Sport England, afPE, YST, CSP Network and COMPASS) relating to ‘Coaches in Schools’: Many schools have identified a role for sports coaching in their PE and school sport offering, and all National Partners believe it is essential for coaches to:

• Be employed by a school when a need has been

identified by their PE and school sport review

• Have the recognised minimum qualification, insurance

and safeguarding standards to be employed to work in school sport

• Not be used to displace teachers during curriculum time
• Have a sound understanding of what safe practice in

PE and sport looks like.

SETTING THE SCENE

WHO WE ARE – NICKY AND ANDREW HOW IS PHYSICAL EDUCATION ORGANISED AT YOUR SCHOOL ??? Who delivers – class teacher, specialist PE teacher, coaches ? Do you have a team approach ? Who leads on physical education ? How much curriculum time is spent on physical education ? CASE STUDY ELIZABETH WOODVILLE

CASE STUDY : ELIZABETH WOODVILLE PS USING EXTERNAL COACHES – QUALITY COUNTS

CASE STUDY : ELIZABETH WOODVILLE PS USING EXTERNAL COACHES – QUALITY COUNTS

HOW DID WE START? – ESTABLISHING A VISION It was important to start with a vision for what we wanted for

• ur PE Curriculum
• High quality learning and teaching – high challenge at all times
• A team approach – leadership from all levels
• Progressive curriculum offer with opportunities for pupils to apply

the skills/techniques throughout the school day – not just in 2 hours of PE a week

• Recruiting specialists who share and can shape our philosophy

CASE STUDY : ELIZABETH WOODVILLE PS USING EXTERNAL COACHES – QUALITY COUNTS

RECRUITMENT – INTERVIEWING EXTERNAL SPECIALISTS It was crucial to carry out a recruitment process to ensure the company was able to share and add to our vision

• Discussions about our vision and pedagogical ‘PE mastery’ approach
• Lead coach as a member of our PE leadership Team – translates

vision and training to all coaches delivering the curriculum

• Training in paired coaching / teaching techniques to ensure

team teaching has a high impact. (Learning is a 2 way process)

TEAM TEACHING

Coach Teacher Teacher Coach Skill / Technique / Lesson Progression Mastery Approach

CASE STUDY : ELIZABETH WOODVILLE PS USING EXTERNAL COACHES – QUALITY COUNTS

IMPLEMENTATION – OUR KEY PRIORITIES At the heart of our PE curriculum delivery.. ‘Team-Teaching’

• 1. Team teaching approach – PE Curriculum lessons
• 2. Lunchtime activities led by coaches

(apply skills, intra-school competitions, fitness)

• 3. Sports Leader programme – leading an activity every day

‘key skills’

• 4. Extra-curricular provision – championing seasonal sports

CASE STUDY : ELIZABETH WOODVILLE PS USING EXTERNAL COACHES – QUALITY COUNTS

TEAM-TEACHING – PERSONALISED TRAINING This is our school’s central approach to improving teaching and learning and is used across all subjects.

• 1. Personalised training plan – regularly reviewed
• 2. Joint planning between coaches and teachers
• 3. Ongoing CPD through weekly paired-teaching
• 4. Supportive observation of teacher by coach
• 5. Joint assessment of every child informs next step planning

CASE STUDY : ELIZABETH WOODVILLE PS USING EXTERNAL COACHES – QUALITY COUNTS

ENHANCED PROGRESSION – LUNCHTIME 100% inclusion as all pupils can access intra-school competitions, skill development games, fun fitness activities

• 1. 3 coaches every lunchtime (restructure to ensure sustainability)
• 2. Lunchtime activities led by coaches enabling pupils to apply

skills learnt in curriculum PE

• 3. Sports Leaders run skills challenges every day

Training session on a new activity every Monday

• 4. Used as a training activity for new coaches joining the school

CASE STUDY : ELIZABETH WOODVILLE PS USING EXTERNAL COACHES – QUALITY COUNTS

MONITORING – ENSURING CONSISTENCY AND HIGH-QUALITY Once set up, ensure that a programme of termly monitoring and feedback is in place and consistently completed

• 1. Coach observes teacher – provides feedback + shared discussion
• 2. PE Lead / SLT+ Lead Coach observations of team-teaching

and coaches (PPA)

• 1. Evaluate success - Questionnaire, staff discussion
• 2. Termly strategic meeting by the PE leadership team to plan for

the future Examples of our changing priorities: Team-teach, 100% inclusion, developing fitness…

CASE STUDY : ELIZABETH WOODVILLE PS USING EXTERNAL COACHES – QUALITY COUNTS

INSPIRING CURRICULUM EXPERIENCES We have worked with our partnership of local schools to provide highly memorable moments for pupils to apply PE curriculum learning.

CASE STUDY : ELIZABETH WOODVILLE PS USING EXTERNAL COACHES – QUALITY COUNTS

CASE STUDY : ELIZABETH WOODVILLE PS USING EXTERNAL COACHES – QUALITY COUNTS

HOW HAS THIS BEEN ACHIEVED?

PRIMARY PE AND SPORT PREMIUM FAQ’s

Why do members of staff need to work alongside coaches when they are delivering in the curriculum? There are lots of reasons. All partners believe that to achieve a sustainable outcome teachers are the solution and by becoming up-skilled in technical activities in PE they can deliver the physical education curriculum. Coaches are experts in sporting activities, not education through the physical domain. They can lead in sports clubs but every child has the right to be taught by a qualified

• teacher. This situation would not happen in other subjects

such as Maths, English and Science. In addition Teachers know their pupils well; PE is not just about playing sports as it has so many other elements to deliver which are vital to ensure children leave primary school well balanced with the skills for future employability.

PRIMARY PE AND SPORT PREMIUM FAQ’s

What about the teachers who don’t like PE and simply don’t want to teach it – why shouldn’t we use coaches? As per the previous question, primary colleagues are employed to deliver the national curriculum, we should ensure that they are up-skilled to deliver physical education. In addition, for schools to achieve a sustainable solution the existing workforce is the

• answer. We would not address solving numeracy

challenges by deploying bookmakers to solve the problem! Pedagogy is critical to the educational experience.

WHAT MIGHT STAFF TRAINING LOOK LIKE

How is this organised in your schools - teachers, TA’s, specialists, lunch time supervisors, coaches ? Who delivers the training – training providers, secondary school partners, specialist coaches ? How is this information shared across the school ?

Next part of today… Congratulations! You have completed the formal teaching for the Level 5 course!! The next part is bespoke and when you are done you are welcome to leave (apart from completing the evaluation form first!). The aim is to ensure EVERYONE knows EXACTLY what they need to do and help those who need it. We will try to support as many people as quickly as possible but please be patient. Please use this time to check your tasks and submit as many as possible. NB:

**YOU MUST HAND IN AND SIGN THE BACK PAGE OF TASK 8.** **WE MUST HAVE THE ORIGINAL OBSERVATION REPORT**

Learning Outcomes - WALT!

• Raise the importance of dance as part of the PE

curriculum (justify its inclusion)

• Explore what delegates are going to do to

support Dance in their own school

• Understand the guidance produced for the use
• f coaches/external sports staff in schools
• Be able to provide an example of how, when and

why advice was sought and used to support or enhance their own teaching and learning

• Understand their own completion position and

what is required to finish the course

Learning Outcomes – Level 5 The Level 5 Certificate in Primary School Physical Education Specialism is a recognised qualification that aims to upskill delegates to be able to improve the overall delivery of the PE curriculum within a primary school. On successful completion of this qualification, you will be able to assist in raising the standards within primary school PE teaching and learning. Hopefully you feel we have supported you to achieve this over the sessions? To provide feedback please complete the evaluation form!

Next steps…

• We will mark and let you know task feedback/amendments

asap.

• The Internal Verifier writes a report and sends it to Sports

Leaders UK. Once that happens we have a meeting with Sport Leaders UK. They will then approve the awarding of certificates.

• This will hopefully happen by the end of the summer holiday, but

we will update you via email.

• If you want to do the Level 6, you need to have completed all

Level 5 tasks to appropriate level before it starts.

• We would advise if you have anything outstanding you do try to

complete it asap and definitely in this academic year. From experience, delegates who leave it too long find it very difficult to return to and often don’t complete. That said, if there are any problems then please keep in touch and we’ll help whereever we can (you do have 2 years to complete).

Goodbye!

Thank you very much for all your hard work and contributions. We have really enjoyed working with you all and hope you have all gained something from the sessions as well as had some fun. Please get any outstanding work to us as soon as possible! We will be in touch via email but... ...If you have any questions, need any help or want to just say 'hi' in the future you have our contact details. Don't hesitate to get in touch!

But please fill in the evaluation form!! 