1. Principles of Learning
BEST Cluster Project:
Principles of Learning
and Teaching in Action
Name
POLT
School
address
Bec Murphy
2.1 EH
Lauren Anderson
Add details as requested above.

2. 1. What was the teaching and learning challenge to which you responded
1. What was the teaching and learning challenge to which you responded? Which PoLT did you address?
POLT 2 The learning environment promotes independence, interdependence and self-motivation.
Teacher Action 2.1
The teacher encourages and supports students to take responsibility for their own learning.
The unit is entitled – ‘Creating a Skills Coaching DVD’
The focus of the unit of work I have created was to try to engage disinterested pupils by adopting a completely different approach. The use of any kind of learning technologies/multi-media has been limited in the delivery of the Physical Education curriculum to date. The success of our peer teaching unit with Year 10s indicates that they are well motivated by being given the responsibility for their own learning. This unit will be a good foundation for the peer teaching unit as the pupils will learn how to break down skill effectively and how to analyse strength and weakness in performance. As a result, they will be able to suggest ways of improving performance.
Write out the POLT being addressed in full. Add any additional information about why you have chosen this particular POLT and this particular unit of work.

3. 2. What was the focus of the unit of work. i. e
2. What was the focus of the unit of work? i.e. Key Concepts; Understandings; Essential Questions?
Pupils are expected to identify the main skills in their chosen game and then break these skills down by identifying the relevant teaching points.
They are expected to understand the origins of this game and the rules associated with it.
They should be able by the end of the unit to answer – ‘Why is this skill breaking down?’- and using their knowledge of the teaching points, suggest strategies for improvement.
Students should be able to improve skill performance/execution.
They need to be able to make the skill level suitable for a given audience in Yr 6/7.
This process also assesses students’ ability to accurately evaluate their own work.
Include a list of key concepts, understandings and essential questions related to the unit of work, the VELS level and/or the POLT.

4. 3. What could the students already do alone
3. What could the students already do alone? What did the students already know?
Most students have a good level of skill in team games. They have a grasp of the basic skills/rules involved in all team games.
They are required to feedback on their own performance and that of others in lessons, but they find it more difficult to explain why a skill is breaking down and then to suggest ways of improving.
Provide details regarding skills, competencies and previous knowledge as requested above.

5. 4. How were the students assisted. eg
4. How were the students assisted? eg. scaffolding, modelling, questioning, mind maps etc. Show or list resources used and length of learning sequence.
Initially, students were shown two contrasting Skill DVDs in different sports. Students were then invited to discuss content – what they felt worked/did not work in terms of content and presentation etc.
Students were given a planning sheet with suggestions of what to include in their DVD/booklet.
Students were provided with a variety of resources – teacher, coaching manuals, websites – internet access, drill CD ROMs etc.
Students were given help in the use of the cameras and software used for editing etc.
Time was given during lessons to plan and research in addition to homework time.
The unit took 4-5 weeks.
They were given a rubric to help them in the evaluation of their own work.
Detail assistance provided, resources used and details about the timeline used for the unit of work. Add any changes you would suggest teachers make to improve the delivery of the unit following on from your experience.

6. 5. Review. How successful was the learning sequence
5. Review. How successful was the learning sequence? What will the students do next?
The unit was successful, the pupils enjoyed the different learning approach. They enjoyed the filming aspect and using learning technologies in PE. (which was a change).
They were motivated by the fact that the DVDs were going to be used by a group of younger children.
This work will help them in their peer teaching unit.
The standard of work produced was high and the students have improved their ability to analyse and break down skill.
Pupils were interested in this unit and remained on task.
I would try and use the DVDs with primary school children rather than year 7 and gain their written feedback on it. As a further development, I would try and use the same group of children as part of the Peer Teaching unit.
Provide details about any feedback the students gave you about the unit of work, any survey results you feel are relevant, and how you plan to move forward with either the unit, the POLT or the VELS involved.

7. 6. Evidence: Attach relevant classroom materials, worksheets, rubrics, surveys, photographs and student work.
Create a Skills Coaching DVD – Assignment
In groups of approximately 6-8, your task will be to plan, research, film and evaluate, a Skills Coaching DVD for a sport of your choice.
Your DVD will be accompanied by a set of notes/booklet which will complement the information in the DVD. How you present this information is up to you. The DVD and booklet must be suitable for your target audience of Year 6/7 pupils, who may have limited experience in the sport.
It is up to you what you include in this film, but you may wish to use some of the following ideas:
History of the Sport
Overview of the game – e.g. diagram of the pitch and markings, players’ positions etc (This can be drawn on a board and filmed as a visual aid.)
Skills – explanations/drills/teaching points – skills should be broken down. Drills – use demonstrations with teaching points/comments
Games play – rules and tactics
Interesting facts etc
Attach appropriate materials as requested above.

8. (continued)
You decide how you allocate roles within the group. For example, you may choose one
presenter, one camera man & have the rest of the group as ‘participants’. You may choose to
rotate these roles. All of you must be involved in the planning phase. It is a team effort! Your
DVD should be a mix of action and talk!
Make your DVD original and exciting to fully engage your target audience. The presentation
should be lively and the material you include accurate.
At the end of the unit, you will be required to evaluate your own work and the work of others.
This will be based on the assessment rubric which accompanies this sheet.
You will be given plenty of lesson time to help you research and complete this assignment.
Resources available:
Sample DVDs/coaching manuals – PE department/Library-school/Library-community/Internet/Teacher!!
You will be able to use these sources or any other you can think of help.
Time Frame:
Week 1 – watch sample DVDs, into groups – planning with access to resources
Weeks 2/3 – planning/practising/performing/filming/editing
Week 4 – assignment due (DVD & booklet) evaluations and write up
Week 5 – Celebration! (Show DVD – to group of Year 6/7 pupils – target audience feedback!

9. Assessment Rubric Limited 1 Not Shown 0 Advanced 6 Very Capable 5
Developing 3
Beginning 2
Limited 1
Not Shown 0
PRESENTATION
Outstanding presentation in every area.
Originality was demonstrated in the presentation. Fluent presentation skills and the piece engaged the audience fully. The personality of the presenters shone through. Participants used clear and accessible language including use of technical terms – which were explained.
Interesting ideas and strategies were used in presentation – to engage the audience. The DVD was well presented and easy to follow. Participants were well articulated and confident in delivery.
Effort was made with the presentation. However, the piece lacked coherence in places. Language was not accessible at all times. More confidence in delivery was required.
Presentation was haphazard and bad planning resulted in a lack of fluency/coherence. The narration was difficult to follow. Students were lacking in confidence.
Presentation was ineffective and the piece was extremely difficult to follow.
EVALUATION
Outstanding ability to detect room for improvement and easily able to make effective modifications.
Readily able to highlight both strengths and weaknesses in all aspects of their work. Able to suggest a variety of ways of improving a specific weakness.
Highly realistic evaluation of own work.
Able to highlight both strengths and weaknesses in their work. Able to suggest ways of improving.
Realistic evaluation of own work.
Able to identify only some of the strengths and weaknesses in their work. Able to suggest ways of improving for some of the areas.
Realistic evaluation of own work in places.
Able to identify a limited amount of the strengths and weaknesses in their work. Found it difficult to suggest ways of improving for some of the areas.
Evaluation of their piece of work was not consistent with the rubric or teacher’s evaluation.
Made no effort to/unable to identify strengths and weaknesses in their own work. Made no suggestion for modifications.

10. Assessment Rubric (cont)
Advanced 6
Very Capable 5
Capable 4
Developing 3
Beginning 2
Limited 1
Not Shown 0
CONTENT/
SUBJECT KNOWLEDGE
Demonstrated an outstanding understanding of relevant skills and teaching points. Skills were expertly broken down and explained precisely. Highly relevant for target audience.
Demonstrated an in-depth understanding of relevant skills and teaching points. Skills were accurately broken down and well explained. Material suitable for and accessible to target audience.
Demonstrated a good understanding of relevant skills and teaching points. Skills were broken down and explained. Material mostly suitable for and accessible to target audience.
Demonstrated an understanding of some relevant skills and teaching points. For the most part, skills were broken down and explained. Material suitable for and accessible to target audience in parts.
Demonstrated limited understanding of relevant skills and teaching points. Skills were not broken down and explained adequately. Material not suitable for target audience in places.
Very little understanding of relevant skills and teaching points. No effort made to break the skills down and explain. Material not suitable/relevant to target audience.
PLANNING
Outstanding preparation and planning. Independent resources were used for research in addition to teacher facilitated resources. A polished, comprehensive booklet accompanied the piece.
Evidence of thorough planning and comprehensive notation/script for DVD. A wide variety of resources was drawn on.
DVD was well planned and supported by thorough notes. There was evidence of research, using more than one source.
Evidence of adequate planning supported by notes. Notes a little lacking in detail. Research undertaken, but more use could have been made of resources offered.
Evidence of limited planning supported by brief notes. Minimal attempt to utilise resources on offer.
Very little planning and no notes/booklet. No research undertaken.