Positive PE

Making sure it really is 'sport for all'


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Challenging ourselves

Everyday we expect our students to challenge themselves. At my school we often refer to students working in either the comfort, stretch or panic zone. Students working in stretch are more likely to learn quicker and achieve more in the lesson.
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Real PE – A reflection on the first two terms teaching KS2 PE

Since the middle of September I have been going into a local Primary School on a Monday to teach PE. There are 4 members of my department that spend a day in local schools in a bid to provide KS1 and 2 students with high quality PE. We also hope to provide CPD for their teachers. 

 

For many years I have been concerned that when children start year 7 they don’t always have the skill set I would expect them to have. I don’t mean just physical skills but the ability to work with others, provide good quality feedback and cope in competitive situations in a healthy manner. 

 

 

We are using the Create Development ‘Real PE’ schemes of work to teach our lessons. I teach two Year 3/4 classes, one Year 5 class and two Year 6 classes. 

 

I was more nervous about teaching this age group than I have ever been teaching Year 11s. I soon grew to love my Mondays at the Primary School as I saw it as a welcome challenge and soon realised that the students and teachers really valued the new style of PE. I realised that there was an unhealthy attitude to competition so took students right back to the basics. Using the ‘Learn to Compete, Compete to Learn’ resource from Create Development. This involved a lot of setting personal bests and then trying to beat them, then trying to beat a partner. This developed the skills and attitudes they needed to be able to cope in competitive situations. 

 

I’m sure the school won’t mind me commenting that there are behaviour difficulties in the older years. I really struggled in the first few weeks with these classes but soon introduced ‘badge of honour’ and ‘secret statistics’ and this completely turned the behaviour around. Students were actively trying to be nice to each other and get on with one another. 

 

I have seen such a dramatic u-turn with these classes and can’t wait to see what they will be doing in the summer term once we get all their cogs (multi abilities) turning freely. 

 

Follow @create_dev to find out what they do. 


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“Class” “Yes” and “Teach” “ok” – Oracy in PE

Today I was observed by my line manager teaching my Year 9 BTEC Sports class. I decided to trial a new way of the students accessing and remembering the information. This was in no way a ‘rock star’ lesson when I decided to pull out all the stops, I was planning on trying this even if I wasn’t being observed.

I realised last week that I spent a lot of the lesson talking to and at the students, and I’m pretty sure they didn’t all take in enough information. I was researching for my NPQML Oracy project when I was forwarded a tweet about ‘Whole Brain Teaching’. If you YouTube this you will get an idea of what it entails.

I introduced the idea to the students, when I said ‘Class’ they replied with ‘Yes’, if I clapped my hands three times and then said ‘Class’ they had to repeat the action before they replied ‘Yes’. After a few trials the majority did get the hang of it, and I noticed that it was a more effective way of getting the students to stop and listen than asking for quiet. I then explain short snippets of information (we were looking at movements at the synovial joints) and would then say “teach”, they would respond with “ok” and then turn to their neighbour and explain what we had just been looking at.

Having moved around the class I realised that more students than normal were using their voice to explain something to someone else. In this class I usually only get 4 or 5 who are keen to answer questions in front of everyone. I used the “teach” “ok” to provide lots of mini plenaries. Some students still found it difficult to get themselves out of their comfort zone, there really was no where to hide and sit back and do nothing.

I also used ‘hands and eyes’. If I used these words, students had to clasp hands together and look at me, this was used to explain any new complicated information. Using ‘hands and eyes’ meant that they weren’t fiddling and that they were concentrating more on me and not anything else. Again, there was slight reluctance with some students, but they soon realised they would draw more attention to themselves by not getting involved than simply putting their hands together and looking at me.

I currently don’t know what I have been given as a result of the observation. But on my own reflection, I am certain the students learnt more today, and will remember more than they did by simply listening me ramble on for a lesson.

I advise you watch the YouTube videos to get an idea of how effective it can be. Like most things, it does take a little while to train the students, but I am certainly going to keep using it in my lessons.

 


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Promoting Oracy in Schools

I am currently over halfway through my NPQML qualification. For my school improvement policy I have decided to focus in developing Oracy across the school. 
 
At a recent Cabot Learning Federation Inset day I was made aware that Ofsted will look to see how Oracy is being promoted throughout the school.
 
I have managed to get together a working party of 6 teachers from history, maths, science, RE and PE. Tonight saw our second meeting. We have gone away and researched various tasks or examples of using Oracy in lessons.  Continue reading