Physical Education Specialism Good morning! Please sit at your - - PowerPoint PPT Presentation

Level 5 Certificate in Primary School Physical Education Specialism

Good morning! Please sit at your designated table and remind your table partners of your name – thank you!

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

New Table Partners!

TABLE 1 TABLE 2 TABLE 3 TABLE 4 Maria Lucy Alana Lauren Rachel Dale Sayed Lesley Michelle Candice Joe Zac Iona Dominic Please sit at your designated table and remind your table partners of your name – thank you! Please hand in your Task 4 booklets. We do not need to see your Task 1 unless you would like to discuss it with us as we will be carrying out a review in Session 3.

To start...

Last session:

• Last session was very busy, we looked at the big picture of PE including
• The content of the National Curriculum
• The benefits for pupils of experiencing a quality programme: “head, heart,

hands”

• How your PE programme will also reflect and include recent developments

and initiatives

• And looked at ways of developing gymnastics without teaching complex skills.

Today:

• Consider the impact of positive attitudes on the teaching and learning of PE
• Experience a range of inclusive games and an ‘Active 10’ session
• Understanding the basic principles of inclusion and methods of differentiation
• Understand the rationale, format and content of a curriculum map

LEVEL 5 - DAY 2

TIME TOPIC

9.00-9.15am Welcome, update Overview of the day 9.15-10.00am Task 3 Impact of Attitudes 10.00-10.40am Task 6 part 1 - Introduction to curriculum maps 10.40-10.50 BREAK 10.50-12.30 Travel Active 10 warm up Inclusive sports – focus on differentiation 12.30-1.00 Lunch 1.00-1.20 Introduction to Inclusion - Principles 1.20-3.15 Task 6 part 2 - What should be in a curriculum map

• Breadth and Balance (Practical)
• Relevant – themed?
• Physically active – in light of recent developments
• Childhood development – expectations and differentiation

3.15-3.30pm Plenary

Recap from last session: A complete PE experience...

HEAD -

Cognitive benefits – 'thinking' performers – personal skills

HEART -

Social and community based benefits – personal characteristics

HANDS (or FEET!) -

Physical skills – personal physicality But for Task 3 we need to look at one of those in more detail - Attitude

Task 3 – The Importance of Attitude

“Research has suggested that positive attitudes towards the subject of Physical Education can form through the learning environment that teachers create and the participation of activities outside of curriculum time.” - Rachel Newton, 2013 There are many challenges and benefits to the delivery of Physical Education in your schools, is attitude one of them? Do you know how pupils and staff feel about PE in your school? This task is asking you to look critically at how the attitudes of children and staff towards PE relate to the teaching and learning of PE.

• 1. Discuss a project or initiative that has been particularly successful in your school or

look at the example case studies. How did this project or initiative help to develop positive attitudes towards PE, Sport and healthy lifestyles? Did it impact on ‘whole school’?

• 2. Do you agree with the following statement.

Attitude is included as a ‘Heart’ element. If you support and improve the ‘Heart’ elements of pupils and PE delivery staff at your school, the ‘Head’ and ‘Hands’ elements will also improve. It will have a positive impact on teaching and learning. Agree or disagree. Explain your thoughts in the box on p.2 of your task booklet.

Task 3 - The Importance of Attitude

Now you need to consider your own school... Task 3 – so what are the attitudes of your school staff and pupils? For task 3 you need to consider the attitudes of your school staff and pupils to PE and how you can support and develop positive attitudes. We suggest you focus on a group of pupils that you can easily work with/access. Work out the best way to gather data from children and staff at your

• school. Make some notes…
• Consider who and how many: One year group? A target

group? A class group? Etc.

• Decide how you are going to gather the data: Discussion?

Questionnaire? Etc.

• Consider how you are going to collate the data: Summary

paragraph? Bullet points? Graphs? Etc.

• Carefully decide on the questions you will ask to find out

how attitudes can/do impact on teaching and learning.

Task 3 - The Importance of Attitude

Independent learning/homework. Complete the survey with staff and pupils, attach any pages you need to, complete the

• booklet. Hand in as soon as complete, but by session 4 (1st April).

Children School Staff

1. Who did you gather data from? (E.g. Year group, a particular class, selected group) Why this group? 1. Who did you gather data from? (e.g. teaching staff, teaching assistants, coaches) 2. How did you gather the data? 2. How did you gather the data? 3. Summarise the results of your data. 3. Summarise the results of your data.

Curriculum Maps

In pairs look at the example curriculum maps and/or your own. Discuss the questions and be ready to feedback... a. What is a curriculum map? b. Why do schools need a curriculum map? c. How does a curriculum map help us in our planning for teaching and learning? d. Who should have access to it? e. Where should it be located? f. Is a curriculum map ever finished?

Practical Activity – Inclusive Sports

Aims of the session: To introduce delegates to some alternative/inclusive sports that could be played within their school

• setting. This session will include opportunities to understand and experience each game concept and

rules, the consideration of possible adaptations and, where time allows, the development of skills. Tasks:

• Read the guidance and try to play the game.
• Consider where/how/if it could be utilised in your school.
• Consider if you could play the game/elements of the game with alternative equipment that you

already have in school.

• If there is time then try the skills practice/challenge at the end of each section.

STEP – Space, Task, Equipment, People

Inclusion Spectrum Framework

Inclusion Spectrum Framework

Curriculum Mapping – Design Principles

For this qualification you need to develop and use a curriculum map to inform planning in your school. You then need to plan two primary school physical education units of work that relate directly to your curriculum map (one should be swimming). We know why have a curriculum map and how it should work… but what should the content look like? When creating your map you need to consider certain design principles. We're going to take each one in turn. 1. Breadth and Balance. 2. Relevant 3. Physically active 4. Childhood development.

Curriculum maps – 1. Breadth and Balance

• So what activities should be

included in your PE curriculum?

• What and why?
• What does ‘breadth and

balance mean’ and how do you get it?

Areas of the Curriculum – Ways of Thinking...

Athletic activities Pupils think about how to produce the best possible performance in relation to fastest, longest, highest, nearest. Gymnastic activities Pupils think about how to perform actions, agilities and sequences with control, accuracy and precision. Dance activities Pupils think about how to express and communicate ideas, emotions and concepts. Games activities Pupils think about how to outwit and/or outscore the opposition. Outdoor and Adventurous activities Pupils think about how to solve problems and overcome challenges for a successful outcome. Swimming activities and water safety Pupils think about a range of the above. For example, swimming for speed demands the same type of thinking as an athletic activity. Personal survival and lifesaving require similar thinking to outdoor and adventurous activities. Diving and synchronised swimming are like gymnastic activities, although synchronised swimming could require dance thinking instead. Water polo requires the same thinking as any invasion games activity.

Curriculum maps – 2. Relevant

Work with a partner to discuss and complete the tasks in your booklet

• 2. Relevant:

Can pupils relate to and appreciate the learning

• n offer? As with other curriculum areas PE can

be themed and sometimes reflect real world events or pupils’ personal experiences. Can you think of any examples of this?

Curriculum maps – 3. Physically Active

Work with a partner to discuss and complete the tasks in your booklet

• 3. Physically active:

Does your curriculum allow for sufficient and effective opportunities for physical activity? How? Are there other wider school based opportunities that also need recording?

Curriculum maps – 4. Childhood development

• 4. Childhood development.

To best meet children’s needs and engage them appropriately, expectations of their physical abilities, thinking and social and emotional competencies needs to be accurate. What are the children in your school like? Do they meet ‘national expectations?’ (see previous work and pages 5-7) Is there anything that needs to be a focus on the curriculum map to reflect this?? Do you have any current interventions in place to help this age group? How could having an understanding of child development support your teaching of PE?

Curriculum maps – Format and Style

So now you know what should be in a curriculum map… what should it look like?

• a list of activities / sports organised around half-term blocks?
• ne indoor and one outdoor lesson per week e.g. gymnastics and games?
• activities scheduled as a block e.g. two gymnastics lessons per week?
• Mapped learning, so that we can see ‘at a glance’ how learning has been structured

towards meeting the learning standards (H-H-H) specified for KS1 and KS2? Look at the examples and discuss the advantages and disadvantages of each. Is your current curriculum map fit for purpose? Discuss with a partner and make some notes. You will need this information to complete Task 6 part 1.

TASK Part 1 – Develop a whole school PE curriculum map that demonstrates the principles of effective curriculum design.

• a. Attach your actual curriculum map to the back of this booklet. It should include all

school years.

• b. Write a description for your curriculum map, explaining the reasoning behind some of

the activity choices, the time of year they take place and how long pupils spend on them. Try to explain how it allows for progression and continuity of learning.

• c. Using examples from your map explain how your curriculum shows
• i. Breadth and balance
• ii. Relevance
• iii. Opportunities for physical activity
• iv. Reflects child development
• d. If there are any changes you would like to make to the curriculum map,

explain them here. We will look at Part 2 containing units of work and safe practice next time. However in the meantime you can start on the work above and add to it next session

Task 6, part 1…

Plenary and next session

Today... WALT

• Consider the impact of positive attitudes on the teaching and learning of PE
• Experience a range of inclusive games and an ‘Active 10’ session
• Understanding the basic principles of inclusion and methods of differentiation
• Understand the rationale, format and content of a curriculum map

Independent Learning

• Carry out Task 3 survey at your school and complete task booklet.
• Task 6, part 1: curriculum maps. (Look at part 2 if you want, but we will be

addressing it in more detail next time.)

• If you have not done so already, try to organise your observation.

Next time, bring...

• Bring your PE assessment methods (if you currently have any)
• Bring your delegate folder and wear kit.