1. The teaching of Physical Education Gill Hood SCITT Subject Day 1 Friday 19 th Sept 2015

2. Outline of the Day To understand what Physical Education is and the importance of our subject. To familiarise with the new national curriculum. To develop strategies to plan and deliver effective HQ Physical Education. Start to understand the assessment of PE.

3. Task 1 You have 4 post-it notes Write down 2 positive memories and 2 negative memories from your own PE and school sport Post on the negative / positive boards

4. The government has made PE compulsory in all 4 key stages? On your sheets – justify that decision! Write down what you think the purpose of Physical Education is State the aims of PE

5. Why is PE and PA important for children and young people? Develops Gross and Fine motor movement skills Helps to maintain a healthy weight Promotes healthy growth and development of musculoskeletal and cardio-respiratory systems Provides opportunities for social interaction, achievement and mental well being. Mental and social health benefits including feelings of confidence, happiness and relaxation as well as an ability to sleep better. Reduces risk of developing adult diseases (e.g. obesity, osteoporosis, CV disease) Increases the likelihood of being active as an adult

6. Task 3 Card sort Sort your cards so that you have the: headings for each Key Stage descriptor of each Key Stage the skills and processes specified in the programme of study relevant to each Key Stage.

7. What is Physical Literacy? Physical Literacy can be described as the motivation, confidence, physical competence, knowledge and understanding that provides children with the movement foundation for lifelong participation in physical activity. Enabling them to be physically literate supports their development as competent, confident and healthy movers.

8. Key Stage 1 Physical Literacy and Fundamentals Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

9. What are Fundamentals? A gility B alance C oordination Fundamentals of Movement

10. Agility – Loco-motor Crawling Walking Running Dodging Jumping Hopping Skipping

11. Balance - Stability skills Non-locomotor Balance Static and dynamic Rotation

12. Foundation Shapes Straight Tuck Pike Pike Straddle Side Straddle(Star) Front Straddle Dish Arch

13. Foundation Positions Forward Lunge Side Lunge Squat Front support Back support Side support Shoulder stand

14. Co-ordination – Manipulative skills  Throwing  Catching  Striking - with hands - with feet - with implements

15. Fundamental Skills Video

16. At the age of 4/5 years 100% children love to be active By the age of 16years 25% choose to be active

19. Adapted From Mike Jess, University of Edinburgh

20. Why are fundamental skills so important?

21. Subject Audit Complete your own subject audit

22. Pupils should be taught to: use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders', rugby and tennis] develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics] perform dances using advanced dance techniques within a range of dance styles and forms take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best take part in competitive sports and activities outside school through community links or sports clubs.

23. What is High Quality PE Ofsted PE HMI “Busy, happy, good is not good enough” In tables What would I expect to see in a good lesson 10 points on your washing line

24. Sound Educational principles Progression Pupil Needs Pupils interest Safety Attainment Staff expertise Facilities and resources

25. High Quality PE Outcomes Young people: are committed know and understand what they are trying to achieve understand PE and sport as part of a healthy, active lifestyle have the confidence to get involved in PE and sport have the skill and control that they need to take part in PE and sport willingly take part in a range of competitive, creative and challenge type activities think about and make appropriate decisions for themselves show a desire to improve and achieve in relation to their own abilities have the stamina, suppleness and strength to keep going enjoy PE, school and community sport.

27. Examples of Planning

28. Task On your table make a paper aeroplane and choose the one to go through to the next round

29. The final!!!! The three finalists step please step forward

30. Assessment Criteria innovative design/5 marks ability to fly accurately toward a target placed 3m away /5 marks designer’s knowledge of aerodynamics. /10 marks Total ?/20

31. How do you feel?

32. Assessment Watch the following video and make notes on what needed to be done to improve performance

33. Key questions: Thinking of the task that has just been completed  How could you have improved their performance?

34. Starting point: AfL defined as ‘a process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.’ (ARG, 2001) Four types of action: 1.eliciting information through questioning and dialogue 2.providing feedback with emphasis on how to improve 3.helping learners understand quality criteria 4.peer- and self-assessment (which incorporates 1-3)

35. Useful web-sites AfPE – Association for PE - www.afpe.org.ukwww.afpe.org.uk