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 Rhi Sayed Sarah Luke Charlotte Rosie Joe Liam Aaron Tom Aiden Rebecca Abbie Lauren Alison Flo Kirsty Siobhan Please sit at your designated table and remind your table partners of your name – thank you! If you have anything to hand in or need to update us please do so now. (Task 3 – this session or next session please. Task 6 Part 1 – please keep as we’re adding to it this time.)
Today Task 6 – Curriculum maps and units of work Task 7 - Assessment ● Discussing and justifying appropriate curriculum map format. ● Understanding unit of work content requirements ● Show an awareness of good safe practice in all areas of PE delivery ● Understand the purpose of assessment and how to implement and use Assessment for Learning (AfL) in PE.
DAY 3 Timetable TOPIC TIME 9.00-9.30am Welcome and Disco Dough Task 6 - Curriculum map work – review 9.30-10.00am effective format and map content. Task 6 - Units of work – cover course 10.00-10.30am requirements for content. 10.30-10.50am Break Go Noodle 10.50-12.15pm Task 6 - Units of work - continued Safe Practice and Risk Assessment 12.15-12.45pm Lunch 12.45-2.45pm Task 7 - Assessment in PE Task 1 – Mid course review 2.45-3.15pm 3.15-3.30pm Plenary and homework
Practical today... slightly different... Dough Disco’ is a fun activity which combines the use of play dough with a series of hand and finger exercises designed to improve fine muscle control. The movements develop children’s fine and gross motor dexterity, hand - eye coordination and self-esteem. The overall aim is to ultimately support children’s hand writing skills. ‘Dough Disco’ warms up those important muscles in our hands, arms and shoulders in preparation for a busy day! Each child is given a ball of play dough then sits in a circle while music is played. To the beat of the music, the children copy the play dough manipulation, exercising as many as those important muscles as possible. Children love the activity and look forward to making their ‘hands dance’ each day. https://www.youtube.com/watch?v=i-IfzeG1aC4
Task 6 booklet Curriculum Mapping With your partner, quick recap… Curriculum maps – Why have them, what do they show? So what should they look like? How are the activities divided up and what format/how much detail? e.g. listed by activities, divided by half terms/no. of weeks, focused on skills etc, overview or detailed comments Any good examples? Please note: 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). You need to include an explanation of your own format (strengths and weaknesses) as part of your task 6 part 1 work. Check you have completed the sections on p.8 of task 6. If you run out of things to do you need to make an animal with your playdough! (Your neighbour has to guess what it is!)
Task 6 booklet Units of work/Medium term plans The unit of work is a sector of the curriculum map planned directly for your pupils/learners and actually delivered by staff. It might be developed by individual teachers and reflect their own style or there might be a ‘school style’ that is followed so it can be shared with others as a resource. It should directly connect back to the curriculum map. For this course you need two complete units – one swimming and one other where you have a lesson observed. Both units need to be submitted attached to Task 6, along with your curriculum map.
Task 6 booklet Units of work/Medium term plans Looking at the examples (or your own!) can you see evidence of/explain the following aspects (Part 2!): • Meets statutory curriculum requirements • Builds on prior knowledge and achievement • Allows for progression and continuity of learning in the unit and from previous units • Shows differentiation for higher ability and lower ability pupils (Identifies how individual learning needs and differences in childhood growth and development will be met to allow all pupils access to learning) • Supports positive attitude development ( Considers the effect of personal, school workforce and pupil attitudes towards PE) • Shows an awareness of safe practice. BOOKLET completion – p. 9. Which of these aspects do you think are important when developing units of work? Are some more important than others? Is your unit style and content fit for purpose. Before handing in make sure your units contain DIFFERENTIATION and EVIDENCE OF SAFE PRACTICE
Task 6 Summary You will need to hand in (all attached together…) - Task 6 booklet (sections completed) - Your curriculum map - An explanation of your curriculum map choices - Two units of work - An explanation of how the units link to the curriculum map, engage children positively and how they meet course requirements - Two risk assessments for these units of work - Evidence in the units of differentiation (see STEP last week), safe practice and Assessment for Learning (see next!) - If you feel like this please talk to us!
Safe Practice and Risk Assessment Evidence of safe practice now NEEDS to be included on or with your units of work… including a separate risk assessment. So here is the information you need to know – see p10 of task 6 See “Safe Practice: in Physical Education, School Sport and Physical Activity” afPE – Angela James and Jill Elbourn. 2016 Edition. ISBN 978-1-909012-35-6 www.coachwise.ltd.uk Handsam Interviews - Steven Caldecott of afPE https://www.youtube.com/watch?v=lsYDdD8Rq3s - Part 1 https://www.youtube.com/watch?v=nkb1V4HkzNk - Part 2 “Teachers and staff delivering physical activity, school sport and physical activity aim to encourage students or participants to increase their activity levels in ways that are enjoyable and beneficial for their health, and that can contribute to improving learning. This needs to be achieved within safe environments and using safe practice.” Taken from page 6. “ afPE recognises good practice as ‘teaching safely’ and ‘teaching safety’, which can be achieved through effective teaching and management, and effective student learning about safe practice.” Taken from page 6.
Safe Practice and Risk Assessment Risk Assessment – taken from page 29. “Risk assessment is central to safe practice and is a judgement about whether a situation is safe within established practice and procedures, or whether additional precautions are required. Under the terms of the Management of Health and Safety at Work Regulations 1999, employers have a duty to ensure periodic formal, activity- or site-specific risk assessments are carried out in the establishments for which they are responsible.” Different types of risk assessment – taken from page 32 “ Generic risk assessment – this considers the general principles that apply to an activity wherever it may take place. A generic risk assessment is usually the starting point and is generally provided in written format by the employer… *Site- or activity-specific risk assessment is usually carried out for each location, facility or activity and is specific to the venue, type of event and people involved. This is usually in a written format and regularly reviewed.” *This is the type of risk assessment we need to see for each unit of work. Although you also need to demonstrate in your notes some Dynamic risk assessment.
Safe Practice and Risk Assessment “ Dynamic risk assessment – (sometimes referred to as ongoing or continuous risk assessment) is carried out before an activity or event take place and while it is taking place, identifying and responding to unforeseen issues, such as an unsafe response to a task, sudden illness, changes in climatic conditions or ineffective officiating. This type of risk assessment is based on a teacher’s expertise and previous experience, and can also be used to inform future planning… Planning should include evidence of dynamic risk assessment sure as forethought and anticipation of what could go wrong and how it might be managed. Students should also be taught to be vigilant for risk during activity and to report any concerns.” The Triangle model can be useful when considering risk management.
Safe Practice and Risk Assessment The Triangle model can be useful when considering risk management. Safety triangle = use to evidence safe practice in lessons. a. 3 Categories b. Designed to balance risk and challenge See pages 11 and 12 of task 6.
Health and Safety – OAA/TOP Outdoors In groups... 1. Look at the activity and work out what you have to do to play/take part. 2. Discuss and write down some notes/ideas with regards to... Would the participants enjoy ❑ playing the game? Why? What safety rules would you ❑ have to implement?
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