5. PE Curriculum Map Curriculum opportunities Range of activities Range of activities Participation in range of sports roles Participation in range of sports roles Specialise in specific activities & roles Specialise in specific activities & roles Follow pathways Follow pathways Perform as an individual and in groups Perform as an individual and in groups Link learning with other subjects Link learning with other subjects Use ICT in PE and Sport Use ICT in PE and Sport Work with others to organise, manage, officiate and run festivals. Work with others to organise, manage, officiate and run festivals.

6. –Summer Term –Spring Term –Football –Gym –HRE/Multi-Skills –Tennis –Stoolball –Athletics –Basketball –Outwitting –Opponents –Accurate –replication –Identifying –Solving –problems –Exercise –Safely & –effectively –Max –performance –Explore & –Communicate –Athletics –Dance –HRE/Multi-Skills –Rounders –Netball –Boys –Girls –Dance –1 st Block –2 nd Block –2nd Half term –1 st Half term –2nd Half term –Gym –Tennis –Basketball –Year 7 –Identifying & Solving Problems –Autumn Term

7. –Summer Term –Spring Term –Gym –Tennis –Stoolball –Athletics –Outwitting –Opponents –Accurate –replication –Identifying –Solving –problems –Exercise –Safely & –effectively –Max –performance –Explore & –Communicate –Athletics –Dance –Rounders –Boys –Girls –Dance –2nd Half term –1 st Half term –2nd Half term –Gym –Tennis –Year 8 –Football –HRE/Multi-Skills –Basketball –HRE/Multi-Skills –Netball –1 st Block –2 nd Block –Basketball –Identifying & Solving Problems –Autumn Term

8. –Summer Term –Spring Term –Gym –Tennis/Rounders/Stoolball –Softball/Frisbee –Athletics –Outwitting –Opponents –Accurate –replication –Identifying –Solving –problems –Exercise –Safely & –effectively –Max –performance –Explore & –Communicate –Athletics /Fitness –Dance –Rounders/Stoolball –Boys –Girls –2nd Half term –1 st Half term –2nd Half term –Gym –Tennis/Badminton/Sh Tennis –Year 9 –Self Defence –Taekwondo –Football –HRE/Multi-Skills –Basketball –HRE/Multi-Skills –Netball –1 st Block –2 nd Block –Basketball –Identifying & Solving Problems –Autumn Term –Trampoline

9. Key Stage 4 : Core PE –Year 10 – Year 11

11. Making sense of the NCPE level descriptors: The level descriptors are designed for END OF KEY STAGE ASSESSMENT – not for annual or lesson by lesson assessment. The level descriptors are designed for END OF KEY STAGE ASSESSMENT – not for annual or lesson by lesson assessment. Teachers should use the level descriptors on a ‘best fit’ basis. Eg, 80% -L4 and 20% L5 = L4. Teachers should use the level descriptors on a ‘best fit’ basis. Eg, 80% -L4 and 20% L5 = L4. Level descriptors are designed to provide a PROFILE of a pupil in PE as a whole – NOT to be applied to individual areas of activity. Level descriptors are designed to provide a PROFILE of a pupil in PE as a whole – NOT to be applied to individual areas of activity. They apply to more than one academic year’s worth of learning for pupils. They apply to more than one academic year’s worth of learning for pupils.

12. –Assessment of –Physical Education –…at Mountbatten. –PAST –FUTURE –PRESENT –Skills –Learning ? –Ad hoc –Written –reports –Level –Descriptors –- Attainment –Level –Descriptors –- Learning –Attainment –scale –N.C. Attainment –levels –N.C. learning –levels

13. 5 Key Processes The essential skills and processes in PE that students need to learn to make progress. 1.Developing Skills in Physical Education 2.Making and Applying Decisions 3.Developing Physical and Mental Capacity 4.Evaluating and Improving 5.Making Informed Choices About Healthy, Active Lifestyles

15. The National Curriculum in PE Encourages teachers to help learners to ‘understand how they learn, set targets and overcome barriers to learning’. Encourages teachers to help learners to ‘understand how they learn, set targets and overcome barriers to learning’. The NC level descriptors highlight the level of knowledge, skills and understanding that each student should have attained as they progress through the curriculum = generic knowledge, skills and understanding – NOT those that are specific to sports or activities. The NC level descriptors highlight the level of knowledge, skills and understanding that each student should have attained as they progress through the curriculum = generic knowledge, skills and understanding – NOT those that are specific to sports or activities. There is an expectation that teachers will be TRACKING the LEARNING of their pupils in order to inform their planning. There is an expectation that teachers will be TRACKING the LEARNING of their pupils in order to inform their planning. It is expected that teachers will use an assessment for learning approach in PE lessons as this is fundamental to good learning and teaching. It is expected that teachers will use an assessment for learning approach in PE lessons as this is fundamental to good learning and teaching.

16. Reporting to Parents Teachers required to report to parents annually on pupil progress in physical education. Teachers required to report to parents annually on pupil progress in physical education. Statutory requirement to assess and report on pupil learning in physical education, at the end of KS3, using the level descriptors. Statutory requirement to assess and report on pupil learning in physical education, at the end of KS3, using the level descriptors. An expectation that teachers will be tracking the learning of their pupils in order to inform their planning. An expectation that teachers will be tracking the learning of their pupils in order to inform their planning.

17. Making sense of the NCPE level descriptors: The level descriptors are designed for END OF KEY STAGE ASSESSMENT – not for annual or lesson by lesson assessment. The level descriptors are designed for END OF KEY STAGE ASSESSMENT – not for annual or lesson by lesson assessment. Teachers should use the level descriptors on a ‘best fit’ basis. Eg, 80% -L4 and 20% L5 = L4. Teachers should use the level descriptors on a ‘best fit’ basis. Eg, 80% -L4 and 20% L5 = L4. Level descriptors are designed to provide a PROFILE of a pupil in PE as a whole – NOT to be applied to individual areas of activity. Level descriptors are designed to provide a PROFILE of a pupil in PE as a whole – NOT to be applied to individual areas of activity. They apply to more than one academic year’s worth of learning for pupils. They apply to more than one academic year’s worth of learning for pupils.

18. Key words of learning for each National Curriculum level descriptor. LevelKey words 1CopyVocabulary 2RememberDescribe 3ChooseDescribe the difference 4Link fluentlyCompare 5CombinationsAnalyse 6Draw on knowledge to plan Analyse SoW. 7Principles of trainingAdvanced performance and analysis 8Principles of trainingEvaluate and develop advanced performance

19. Moving to - Generic Learning Objectives (G.L.O.s) Question. …..What are you teaching? Answer = The Lay-up shot Question. …..What are you teaching? Answer = The Lay-up shot What do you want the pupils to learn? The Lay-up shot What do you want the pupils to learn? The Lay-up shot …this is the inherited element of our PE culture = WRONG ….because the success rate of learning is not good. …this is the inherited element of our PE culture = WRONG ….because the success rate of learning is not good. The learning objective should not contain the CONTEXT. … the above is an example of an ‘activity objective’, not a ‘learning objective’. The learning objective should not contain the CONTEXT. … the above is an example of an ‘activity objective’, not a ‘learning objective’. The learning outcome … what the students should be able to do to confirm the learning objective…should become a generic learning objective (G.L.O.s)…which can be used across all the areas of activity within the PE curriculum. The learning outcome … what the students should be able to do to confirm the learning objective…should become a generic learning objective (G.L.O.s)…which can be used across all the areas of activity within the PE curriculum.

20. Traditional activity objectives need to become Generic Learning Objectives (GLOs). To improve throwing skills >>>>>>To be able to make appropriate choices (L3) To improve throwing skills >>>>>>To be able to make appropriate choices (L3) To develop sequencing >>>>>> To develop fluency when linking (L4) To develop sequencing >>>>>> To develop fluency when linking (L4) To develop back line pass routines in B/Ball >>>>>> To develop combinations (L5) … to develop analysis skills (L5) To develop back line pass routines in B/Ball >>>>>> To develop combinations (L5) … to develop analysis skills (L5)

21. Questioning ….to evidence success criteria. A question works because, unlike a statement, which requires you to obey, a question requires you to THINK. The mind prefers to think, not obey. A question works because, unlike a statement, which requires you to obey, a question requires you to THINK. The mind prefers to think, not obey. Questioning …. To develop interest and motivate students to become actively involved in lessons To develop interest and motivate students to become actively involved in lessons To develop critical thinking skills and inquiring attitudes To develop critical thinking skills and inquiring attitudes To review and summarise previous lessons/learning To review and summarise previous lessons/learning To assess achievement and instructional gaols and objectives To assess achievement and instructional gaols and objectives To stimulate students to pursue knowledge on their own. To stimulate students to pursue knowledge on their own. Questioning: Increases MOTIVATION > requires THINKING > allows REVIEW & SUMMARY > Promotes INDEPENDENT LEARNERS