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 o The benefits for pupils of experiencing a quality programme: “head, heart, o hands” How your PE programme will also reflect and include recent developments o 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 Task 6 part 2 - What should be in a curriculum map 1.20-3.15 - 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 (1 st April). Children School Staff 1. Who did you gather data from? (E.g. Year group, 1. Who did you gather data from? (e.g. teaching a particular class, selected group) Why this staff, teaching assistants, coaches) group? 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 Pupils think about how to solve problems and overcome Adventurous challenges for a successful outcome. activities Swimming activities Pupils think about a range of the above. For example, and water safety 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 on 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?
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