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The Reality of High Quality Physical Education: The Crucial Role of Leadership

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Title: The Reality of High Quality Physical Education: The Crucial Role of Leadership


1
The Reality of High Quality Physical
EducationThe Crucial Role of Leadership
  • Kim Henderson
  • Physical Education Consultant for Barnet
    Childrens Service

2
(No Transcript)
3
Workshop Outcomes
  • To place good leadership at the heart of
    high-quality physical education
  • To ensure a robust and rigorous evaluation of the
    quality of PESS provision and its impact on
    standards and pupils progress
  • To determine key actions from SR process that
    will make a real difference for pupils in your
    school

4
Headlines from my school
  • If an Ofsted Inspector came to your school today
    and asked for the 3 main highlights / headlines
    of PESS in your school what would they be?
  • and the 2 key areas for development?

5
Where are we now?
  • Physical education in schools 2005/08
  • Published April 2009
  • Ofsted says

6
  • National data indicate a trend of rising
    standards and improved achievement over the past
    3 years. There is no longer an attainment gap
    between boys and girls.

7
  • Good or outstanding teaching in 2/3 of schools
    visited more variable in primary, where subject
    knowledge less secure and not fully compensated
    for by professional development

8
  • Opportunities for pupils in Years 56 to take
    on responsibilities and leadership roles in
    physical education had increased

9
  • Monitoring, evaluation, strategic planning and
    systems for assessment were the weaker aspects of
    leadership and management

10
  • PESSYP strategy having a major impact
    widened participation in after-school and
    community club sports activities, improved
    leadership of the subject in primary schools,
    increased opps for PD and encouraged
    collaboration

11
  • PE has contributed effectively to ECM outcomes
    .. Despite the improvements in PE, it has yet
    to have sufficient impact on tackling the health
    issue of childhood obesity

12
Good PE teaching observed was characterised by..
13
Where teaching and learning were satisfactory
rather than good, the following features were
usually evident..
14
Examples of good assessment include..
15
Good uses of ICT to observe, evaluate and improve
performance include..
16
  • Teachers good questioning skills to ensure that
    pupils understood the task and what they needed
    to do to improve
  • A mix of teacher directed activities, peer
    teaching opportunities and pupils being guided to
    make decisions for themselves
  • Pupils enabled to use their observation,
    evaluation and feedback skills consistently to
    help improve their own and others work
  • Tasks and equipment planned to meet pupils
    differing needs
  • Effective deployment of TAs

17
  • A lack of pace and physical activity, typically
    when teachers were passive or inactive for
    periods of the lesson or when teachers talked too
    much
  • Pupils watching performances with no
    opportunities to evaluate them or suggest
    improvements
  • Insufficient challenge, especially for more able
    pupils
  • An over-reliance on commercial schemes of work
    that have not been adapted to meet the needs of
    the pupils or that did not have clear learning
    objectives

18
  • Detailed assessment and records that reflect the
    4 NC strands
  • Pupils tracking their own progress against
    learning criteria and setting their own targets
    for improvement
  • NC levels adapted to form the basis of a tracking
    sheet
  • Assessment information used effectively to
    identify pupils for additional support, such as
    hand- eye coordination or spatial awareness

19
  • Effective use of interactive whiteboard in
    classrooms to stimulate interest and motivation
    and to promote discussion of progress in previous
    lessons and targets for improvement before pupils
    moved to working area
  • Using still and moving images to analyse movement
  • TAs recording and evaluating performances
  • Recording performances to indicate pupils
    progress
  • Pupils use of laptops in gymnastics to view their
    work on sequences, enabling them to discuss how
    they might improve the quality of their
    performance

20
Good to outstanding leadership and management of
the subject is characterised by..
21
New Ofsted Schedule and SEF
  • Evolutionary rather than revolutionary
  • 2/3 of schools currently judged to be good or
    better however the attainment gap is widening
  • Shift of focus outcomes for CYP raising the
    bar

22
Greater emphasis on
  • Outcomes for individuals and groups of pupils
  • How well pupils are doing taking account of any
    variation
  • Use of assessment to support learning
  • Leadership and management of teaching and
    learning
  • Effectiveness of schools engagement with parents
    and carers

23
  • Your school is judged good for The quality of
    pupils learning and their progress. List the
    features that would support this judgement

24
Your school is judged good for The quality of
teaching and the use of assessment to support
learning. List the features that would support
this judgement
25
Your school is judged good for To what extent
do pupils adopt healthy lifestyles. List the
features that would support this judgement
26
High Quality self review
  • What does this reveal?
  • What does your school self review tell you?

27
High Quality Learning and Teaching (in Physical
Education)
  • Is this shared with all staff?
  • Do we all know what it looks like?

28
Teachers Planning
  • Sharp focus on outcomes - clarity of learning
    objective
  • Planned effective low and higher order questions
  • Planned opportunities to use their observation,
    evaluation and feedback skills consistently to
    help improve their own and others work
  • Length of unit

29
Coaching and Observation
  • Observation templates what do you have in
    school?
  • Coaching model finding solutions together

30
What are your whole school priorities???How can
PESS support these?
31
Priorities for your school that will make a
difference?How do they link with / match whole
school priorities?How will you action?
32
Building on a Strong Foundation
33
From Foundation to KS1
  • What does the Early Years Profile tell us?

34
Teacher / peer / self assessment
  • Using Learning Outcomes as assessment criteria

35
Exemplification and Moderation
  • Using Core Task DVD and materials

36
From KS1 to KS 2 to KS3
  • How do we transfer information?
  • What do we need to know?

37
The Primary Review
  • www.dcsf.gov.uk/primarycurriculumreview/
  • Consultation period has been completed July 2009
  • From January 2010 the DCSF and QCDA will offer
    guidance, and exemplification through case
    studies and other materials to help schools
    introduce the new primary curriculum from
    September 2011
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