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 of 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 9 th 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 other 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 order 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 others 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) Dancing Watching Creating Performing TOPs Cards: Ways of Thinking... Pupils think about how to express and communicate ideas, emotions and concepts
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 our 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
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