2016 conference - placing pe at the heart of your schools values
TRANSCRIPT
Workshop 21:
Placing PE at the heart of
your schools values
Nick Shaffery Wolverhampton PASS
Tom Ratcliffe Heath Park School
Matt Pauling Youth Sport Trust
What is the purpose of PE in your
school?
Would your students, colleagues, SLT & parents give the same answer?
WULF PACK
Placing PE at
the heart of your
schools values
…happy, active, confident,
determined, successful, risk taking,
team-members who work together
towards excellence showing respect
and a love of learning
Whole School
Challenges
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Curriculum timeEmployability
Attendance
Mental WellbeingObesity
Inclusion
Transition
Student engagement
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A really clear, focused, single message
‘What PE does’What is missing
A vision to advocate upwards
Start with most important question……What is the purpose of PE in your school?
Can we be brave enough to define these?
Skills Matrix
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In Wolverhampton we are fortunate because……..• 3 SGOs working closely together under PASS.
• Strong Secondary and Primary Sports Associations that enables close working ties.
• School Improvement Partnership involving all of the City’s schools operating at HT level. PE and Sport Board is part of this.
• Everyone bought in and felt the need for a common language across the City
• Common, but flexible enough to adapt to individual school needs
• NOT replacing the PHYSICAL
THEME Skills Matrix Themes Our Focus Operational (agreed focus)
Emp
ath
y
Competent Lf1
Confident Lf2 Confident Lf2 Relationship Management Ea1
Responsible Lf3 Responsible Lf3
Respect Lf4 Respect Lf4 Innovator Ea2
Self-management Lf5
Evaluator Ea3
Res
lien
ce
Reflective Lg1 Reflective Lg1 Problem solving Ea4
Resilient Lg2 Resilient Lg2
Shared identity Lg3
Communicator Lg4 Communicator Lg4
Cre
ativ
ity
Relationship Management Ea1
Innovator Ea2
Evaluator Ea3
Problem solving Ea4
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MasterySecureDevelopingEmerging
I am…
REFLECTIVE
I am…
A COMMUNICATOR
I am…
RESILIENT
I am…
RESPONSIBLE
I am…
CONFIDENT
I am…
RESPECTFUL
Mas
tery
(Cre
atin
g)
To be able to evaluate
learning and performance
and create ways to
successfully develop
solutions that consistently
improve intended
outcomes.
To confidently use both
verbal and non-verbal
communication skills in a
variety of settings and
situations that show clear
subject knowledge and use of
appropriate terminology.
To independently analyse
and then act upon
setbacks to overcome
challenging situations in
order to move forward
physically, socially,
cognitively and
emotionally.
To take responsibility for
physical, social and mental
wellbeing on a regular basis
outside of school.
To be able to work
independently and
collaboratively to produce
successful outcomes
To have a high level of
confidence and maturity to
ensure progress is evident
in a number of different
roles within a range of
activities
To observe others rights,
feelings and thoughts and
be able listen to and act
upon these in a supportive
and respectful way.
Secu
re
(Eva
luat
ing)
To take into consideration
and prioritise all the
relevant factors and
opinions needed to improve
performance.
To be able to express ideas
confidently and clearly in
group situations showing
clear subject knowledge and
use of appropriate
terminology
To be able to reflect on
challenging criticism from
staff and peers in a
positive way and accept
advice on how to move
forward.
To work effectively and
begin to take ownership of
my own and others learning
through varied roles
To express ideas
confidently and clearly in a
variety of group settings
To listen to and challenge
others point of view or
actions in a respectful way
De
velo
pin
g
(Ap
ply
ing)
To regularly act upon
internal and external
feedback to develop
learning and improvement
in performance.
To use both verbal and non-
verbal communication skills
when leading others in a
physical activity.
To demonstrate a
determined attitude when
learning a new skill or
experiencing a new
activity
To listen to others and take
responsibility within a
group to achieve desired
outcomes
To have the confidence to
work with others outside of
my friendship group
expressing ideas and
thoughts clearly
To respect the views,
actions, feelings and rights
of others outside my
friendship group
Eme
rgin
g
(Id
en
tify
)
To be able to identify areas
of strength and
development in my own
and others learning.
To respond both verbally and
non-verbally to instructions
and be able to question for
clarification and make
suggestions for progress
To listen to and act on
advice from staff which
may direct you on a
different pathway
To contribute to the success
of each lesson through
regular attendance, correct
kit and a safe and
responsible attitude.
To take part in physical
activity with growing belief
and the confidence to work
with others
To enable learning to take
place by respecting oneself,
facilities, equipment and
the rights of everyone
within the learning
environment.
WULF PACK Wider Understanding of Learning For Physical Assessment, Character and Key-skills
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©WULF PACK September 2016
I am…REFLECTIVE
Mastery
To be able to evaluate learning and
performance and create ways to
successfully develop solutions that
consistently improve intended
outcomes.
I can watch a performance and identify aspects and can advise on how to improve I can act on feedback and develop solutions to improve performance
I can offer more than one way to improve performance based on forward thinking
I can be innovative giving different ways that performance could be improved using
technical language
I can analyse more than one form of feedback and prioritise, making a plan ways to improve
I can make a plan that matches my individual needs and allows me to consistently improve
outcomes in an area
Secure
To take into consideration and
prioritise all the relevant factors
and opinions needed to improve
performance.
I can watch a performance and identify key points of strength and areas to improve
I can judge a performance and comment technically against a set criteria
I can judge a performance and award a mark against a criteria
I can analyse a performance and comment on strengths and areas to improve
I can compare and contrast performances in order to improve performances
Developing
To regularly act upon internal and
external feedback to develop
learning and improvement in
performance.
I can watch a performance and identify key points
I can make changes to my performance by using feedback from others
I can understand and question feedback received to improve performance
I use the feedback from others to identify areas to improve performance
Emerging
To be able to identify areas of
strength and development in my
own and others learning.
I can watch a performance and comment on aspects when asked
I can observe a performance and say things that I like and things that I dislike, giving
reasons for my comments
I can identify a way to make a performance or a skill better by watching my own or others
performance
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©WULF PACK September 2016
How do we apply this in schools?
How will Staff and Students recognise the behaviours within lessons?
Relationship between behaviours and outcomes .....supporting assessment
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Vs
Jack attends
an elite
gymnastics
club and is
hoping to
compete in the
2020 Olympics
Sarah is very low
ability and
struggles to
perform any
movements that
require a level of
flexibilityWhat is the purpose? Where
is the engagement?
What is being mastered?
What is being assessed? Where’s Jack’s
challenge? Is being physically strong
enough?
Is being physically weak the end of the
world? Does this mean Sarah gets a terrible
grade?
Tom: Our story……
So how does all this actually play out in
the classroom??
Keeping the physical at
the centre of Physical
Education!
Tom: Our story……The split-screen approach – starting point – embedded throughout
Experimenting /
Not Perfect
Physical Achievement
Skill
Tom: Our story……
Lesson 1: Introduction to module and learning opportunity
Lesson 3: Team motivation and influence on performance
The split-screen approach - Delivery
Tom: Our story……The split-screen approach – Assessment
“If you don’t measure it, you don’t value it”Formative
Summative
Tom: Our story……
Year 2???
1. Do we repeat Year 1?
2. Do we personalise learning and focus on areas for development? i.e this
student concentrates on Resilience & Confidence
3. Do we do a bit of both? i.e. Cricket = Respect + student picks a secondary
skill(s) to focus on throughout the year (Confidence/Resilience)
Sta
ge
of
Le
arn
ing
Achievement Skills
Where next?•Focussed Learning Conversations•Understanding and transfer of skills•Upwardly influence – advocacy to City wide SLT/HT forum
•Trial and evolution
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How closely do you align the
needs of your students to the
outcomes THEY take away from
PE?
How clearly do you communicate
this?
What is the purpose of PE in your
school?
Could your students, colleagues, SLT & parents
give the same answer?