Embedded Files
PE - Miss Muckell & Mr Rivers
PE - Miss Muckell & Mr Rivers
Subject overview:
In PE this year, we have engaged with the School Sports Partnership while ensuring to deliver high quality PE lessons for all children. Our key focus for this year has been to evaluate our Scheme of work and refine the Whole School Curriculum Progression Map (see below) to ensure there is clear progress in PE across the school.
Key strengths:
Sports Coach: providing high quality teaching and modelling in Sport and Physical activity.
Research to support this from the Ofsted Review: “High levels of subject expertise also enable teachers to identify and predict pupils’ common misconceptions and to plan instructions, explanations and tasks to reduce the likelihood of new misconceptions developing.”
Extra curricular sporting opportunities - access to the sports partnership and local school leagues. The Ofsted review suggests that: A systematic approach to planning and delivering extra-curricular opportunities should enable pupils to participate beyond their PE lessons, giving them more time to practise, extend and refine their knowledge.
Key Areas for Development:
Having read the recent Ofsted review of PE and considered the school specific targets based on the survey’s and pupil learning conversations, there are three key areas for development:
Providing opportunities for Fine and Gross Motor Development during unstructured times through looking at our play equipment.
Vocabulary - ensuring we use subject specific vocabulary consistently when teaching.
Assessment - narrating learning and finding opportunities to celebrate and share when children have achieved the learning intent.
Assessment Data Headlines
(DATA ASKS QUESTIONS!)
Strengths:
Overall the children are making the progress we would expect them to make.
More children are achieving Greater Depth in the Spring Term which shows we are challenging children’s learning.
Areas to investigate further:
Using an accurate method of assessment - can we incoroprate the whole school approach to Narration more explicitly in PE?
How do we ensure we are challenging the children who are Working Towards the expected standard? What opportunities are these children being exposed to so that they can make good progress in PE?
Surveys Headlines
(Students/Staff)
More up to date details to come in 2022-23.
Learning Walks
(At least one per year)
Strengths:
Clear on Intent - children are clear on what they are learning
Modelling - clear teaching of the skills
Good, appropriate level of challenge - for the Greater Depth children
Positive culture - promoted by sports coach
Areas to investigate further:
Behaviour management - during the lessons sometimes some of the children are distracted
Transitions - between PE and class based teaching
Inclusion - how is the learning inclusive and support all children to access the PE curriculum (for those with SEN or those who find PE challenging)
Pupil Book Study/ Learning Conversation
(WITH the pupils using considered questioning)
Strengths:
Knowledge and understanding of sports and how the skills are transferable.
Progression of children’s understanding throughout the Year Groups. E.G Children in Year 3 are focusing on developing team skills while in Year 6 they are applying their understanding to a game scenario.
Level of engagement and enjoyment. Children are motivated to learn during this subject and they want to make progress because they are enjoying it.
Areas to investigate further:
Vocabulary - application of the national curriculum vocabulary used on the new Curriculum Map.
Narration - the children all said their teacher would tell them if they had been successful verbally. How are we documenting this and ensuring the children can explain why they have been successful in PE.
Ofsted Research Review
Ofsted Research Review
Key messages for my subject:
By developing and focusing on our curriculum, we have been able to focus on how we develop motor competence (skills), application of the skills (playing sports and offering opportunities) and finally by promoting healthy lives through the opportunities we offer.
Evidence:
“Sequencing and planning the curriculum:
motor competence – knowledge of the range of movements that become increasingly sport- and physical activity-specific
rules, strategies and tactics – knowledge of the conventions of participation in different sports and physical activities
healthy participation – knowledge of safe and effective participation”
We have thought carefully about the language we are going to embed and use throughout the PE curriculum which is supported with the research below.
Evidence:
“It is important that PE leaders and staff carefully consider the most appropriate vocabulary and definitions to use when teaching and where and when pupils will be taught these to develop a shared common language.
We are hoping to develop how we use the terminology within the context of a lesson.
Research:
“It is important to check pupils’ understanding of key terminology used within lessons and ensure that all pupils are taught precise meaning within context.”
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