Teaching and Learning in the National Curriculum Promoting and enhancing learning through achievemen

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Teaching and Learning in the National Curriculum
Promoting and enhancing learning through
achievement and enjoyment

• Norfolk PE Teaching Competence Standards Course
• Module 2

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Learning Outcomes

• To understand the principles behind a National
  Curriculum
• To look at the requirements of the National
  Curriculum Physical Education
• To ensure colleagues are aware of the principle
  components of the requirements of NCPE 2000

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Last sessions task

• I would like you to engage in a simple piece of
  reflective audit
• Can you consider the 10 outcomes of high quality
  (as listed today and in booklet) for a class(es),
  whole school.
• Use a simple traffic light grading system

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How did you get on...
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Introducing WALT and WILF

• Who?
• What do these acronyms stand for and why they are
  imperative to teaching high quality PE

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W.A.L.T.

• We Are Learning To
• This can be long term
• eg. Over the next 10 - 12 lessons we are
  learning to develop a greater range of movements
  in gymnastics
• This can be short-term
• eg We are learning to link movements.

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W.I.L.F.

• What I am Looking For.
• This gives the learner an indication of success
  criteria - what signs you are looking for him/her
  to exhibit.
• They can then try and demonstrate them
• This helps both the learner and the teacher
• High Quality Outcome 2 and 8

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Key Point

• You must be clear what you are trying to achieve,
  what the pupils will learn as a result of your
  teaching.
• Planning the learning - knowing what must be
  taught and when, is essential for progress.

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Key Point

• Learning should not be a mystery tour.
• ...but a magical, planned and progressively
  challenging journey!
• Was this your experience of PE at your school as
  discussed last time?
• Do you see this demonstrated in your school in PE?

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The National Curriculum

• A great idea
• A common curriculum or plan of teaching and
  learning to help schools design their curriculum
  to meet pupils needs
• All schools would deliver a common framework
  within each year group and key stage which will
  ensure an entitlement to learning

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National Curriculum PE

• PE develops pupils physical competence and
  confidence and their ability to use these to
  perform in a range of activities. It promotes
  physical skilfulness, physical development and a
  knowledge of the body in action. It provides
  opportunities for pupils to be creative,
  competitive and to face up to different
  challenges as individuals and in groups and teams
  .

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• It promotes positive attitudes towards active and
  healthy lifestyles. Pupils learn how to think in
  different ways to suit a wide variety of
  creative, competitive and challenging activities.
  They learn how to plan, perform and evaluate
  actions, ideas and performances to improve their
  quality and effectiveness.Through this process
  pupils discover their aptitudes, abilities and
  preferences and make choices about how to get
  involved in lifelong physical activity.

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Task - PE and sport

• So having defined Physical Education as it
  appears in the national curriculum and our
  discussions last time..what do you perceive to
  be the fundamental difference between PE and
  Sport?
• Chat with your neighbour. Make a few bullet point
  notes - no more
• Feedback

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Dimensions of Physical Education

• There are many ways of thinking about the content
  and character of physical education. A useful
  framework for understanding the subject is
  provided below
• education about movement
• education through movement
• education in movement

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Education about movement

• This aspect stresses the value of introducing
  pupils to a range of physical activities, as well
  as the concepts, rules and procedures associated
  with them.
• The NC 2000 sets out the activity areas that
  pupils should experience, and the expected
  standards of pupils performance (the attainment
  target) - look at

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The Activity Areas (AoA)

• The activity areas are
• dance activities
• games activities
• gymnastic activities
• swimming activities and water safety
• athletic activities
• outdoor and adventurous activities

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Programme of Study (PoS)

• The knowledge, skills and understanding (KSU) in
  the programme of study identify the aspects of
  physical education in which pupils make progress
• These are the four core strands of learning.
• What are they?

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The Core Strands

• Acquiring and Developing skills (AD)
• Selecting and Applying skills, tactics and
  compositional ideas (SA)
• Evaluating and Improving performance (EI)
• Knowledge and Understanding of Fitness and Health
  (KUFH)

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Activity areas through which knowledge, skills
and understanding should be taught
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• Different children enjoy and succeed in different
  activities, and the breadth of the physical
  education curriculum is a recognition of this
  fact. A narrow conception of competitive team
  games centred curriculum threatens to alienate a
  large proportion of the school population, as
  well as rob them of valuable learning
  experiences.
• An adequate education about movement, therefore
  introduces the full range of movement
  experiences, and offers each pupil the
  opportunity to excel.

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Education through movement

• This aspect of the physical education curriculum
  refers to the use of physical activities as a
  means of achieving educational goals that are not
  intrinsically part of these activities
• Nowhere is the potential for education through
  movement more apparent than in the use of language

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Task - supporting learning

• Physical education can support pupils knowledge,
  skills and understanding across the whole
  curriculum
• The sheet highlights some examples of
  applications. Add your own ideas to the table.
• www.nc.uk.net/about_pe.html

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Education in movement

• This aspects deals with exploring the
  possibilities and limitations of these
  activities, pupils come to experience them from
  inside, rather than as a disinterested
  observer.
• An important part of PE lessons must be to
  inspire pupils with a love of formal and informal
  physical activities

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Expectations

• How do we know if we are being successful in
  teaching the National Curriculum?
• Attainment Target for PE
• Key points of progression at the end of
  appropriate key stages
• KS 1 - level 2
• KS 2 - level 4

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Look at Clip

• Can you see how evidence like this can help us to
  get a consistency
• ?

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Task - Attainment Target

• Using the sheets can you analyse what progress
  pupils should make and compare this with your
  experience of where you think pupils are in your
  school
• Range at KS3 (statutory)
• L5 20.7 - 100
• L6 0.6 - 67.2
• Do these look consistent?

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Planning to deliver NCPE

• It is essential when planning the learning
  experiences to ensure that the Learning
  Objectives and Learning Outcomes are known and
  delivered
• Objectives - what we intend to try and achieve
• Outcomes - what we will see if we are successful

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Expectations

• These tell us in a little more detail what pupils
  should be able to do across the four core strands
  of learning in PE at the end of a unit (block) of
  work.
• These are available for every unit taught for
  every area of activity across the programme of
  study.

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Inter-session Task

• Visit the PE web-site and download the
  appropriate Learning Objectives sheets for your
  teaching experience
• http//www.norfolkesinet.org.uk/pages/viewpage.asp
  ?uniqid4244

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Learning Outcomes

• To understand the principles behind a National
  Curriculum
• To look at the requirements of the National
  Curriculum Physical Education
• To ensure colleagues are aware of the principle
  components of the requirements of NCPE 2000