1. Aims, objectives and outcomes

2. There is no doubt that effective teacher planning is one of the most significant factors affecting pupil learning (Capel 2004) Thorough planning, alone, does not guarantee good teaching and learning, but without it teaching and learning are severely restricted (Bailey, 2001).

3. Purpose of aims and objectives “they identify where you are going They guide how you will get there They enable you to establish if you have arrived” (Capel, 2001: 18).

4. Pathway to planning aims and objectives Focus on what you want to achieve Work backwards Where are you now? How are you going to get there? What do I need to take into consideration What obstacles might I encounter Planning is ‘an articulation of thinking’

5. Curriculum Mapping Objectives Need to plan for the big picture abilities outside of the specific sport specific content though particular sports lend themselves better to different abilities. ICT i.e. use of music, still pictures, laptop for clips playing a loop demo, video footage, analysis of performance (Dartfish software), Health Key skills i.e. teamwork, reflective inquirers,

6. Google maps or Googely eyed directions If you do not know where you are going all the roads lead there! This results in: Many wrong turns causing confusion a lot of wasted time followed by lots of speeding A lack of focus leading to many crashes

7. Aims “Aims provide an overall purpose and direction, and therefore relate to more general intentions” “The aims and purposes of the subject (often informed by JCPE etc) form the starting point for devising units of work [schemes of work] and lesson plans, each of which have specific objectives (Capel, 2001: 19). Aims provide the justification for the subject as they articulate its value and significant place in the whole educational process

8. If you only focus on teaching content, pupils gain only knowledge, skill and understanding i.e. a lay-up shot in Basketball However, as a PE teacher you are expected to achieve more than this There is an embarrassment of riches in relation to what you might be able to achieve in PE Many are cross-curricular i.e. social and moral development, developing self-esteem, creativity, perseverance, emotional intelligence, cognitive development (Capel, 2001: 21).

9. Objectives “Objectives are more specific purposes and intentions” (Capel, 2001: 19). “Thus, objective are building blocks or stepping stones when, when put together, result in the achievement of an aim(s)” They can be lesson and scheme of work specific Objectives from lesson to lesson should be progressive if the Unit objectives are to be met

10. PE should constantly engage pupils in a process of “Planning, performing and evaluating” (Capel, 2001: 23).

11. Reinforcing lesson objectives At the start of the lesson always recap on the previous lesson objectives refer explicitly to learning objectives at key moments in the lesson through the use of ‘mini-plenaries’ so that pupils are regularly reminded of the purpose and point of what they are doing; ensure that learning objectives are visible in the classroom;

12. WILF- skill specific Learning outcome (What I’m looking for: WILF) All pupils will: Better understand the concept of dribbling in basketball; name the key criteria and how it can be used effectively in a game situation; be able to demonstrate it as an isolated skill and name and understand the dribble related rules Most pupils will: Better able to dribble in a co-operative situation and using both hands and the projection arm Some pupils will: Be able to dribble the ball with control so that they can outwit the opponent with a variety of dribbling strategies in a competitive situation

13. WILF- Teacher training specific Learning outcome (What I’m looking for: WILF) Have refreshed or improved their ideas for ball familiarisation, dribbling, basketball rules and boundaries Have refreshed or improved their ability to identify refereeing signals Have a clearer understanding of lesson objectives and how they might be assessed Better understand how games sense and decision making are central to TGFU Will have worked towards creating a game/drill to support the development of a game play limitation Will have an increased appreciation for the use of resources cards for VAK learners and for promoting independent learning i.e. problem solving, practice style, command, guided discovery etc Begin to become more aware of PLTs and SEAL and how it fits in with TGFU