n4/5 advice and guidance - web viewexemplification. suggested learning and teaching activities....

NATIONAL QUALIFICATIONS CURRICULUM SUPPORT

Physical EducationUnit 1:Performance Skills

Unit 2: Factors Impacting on Performance

Advice and Guidance

[NATIONAL 4;NATIONAL 5]

SUGGESTED LEARNING AND TEACHING ACTIVITIES

2 PERFORMANCE SKILLS AND FACTORS IMPACTING ON PERFORMANCE (NAT 4, 5, PE)

© Crown copyright 2012

The Scottish Qualifications Authority regularly reviews the arrangements for National Qualifications. Users of all NQ support materials, whether published by Education Scotland or others, are reminded that it is their responsibility to check that the support materials correspond to the requirements of the current arrangements.

List & Describe SQA Units for 4 and 5

Acknowledgements© Crown copyright 2012.You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail: [email protected] . Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. Any enquiries regarding this document/publication should be sent to us at [email protected] .This document is also available from our website at www.educationscotland.gov.uk .

http://www.educationscotland.gov.uk/

mailto:[email protected]

mailto:[email protected]

http://www.nationalarchives.gov.uk/doc/open-government-licence/

Contents

Introduction 5

Guidance to Staff 6

Approaches to learning, teaching and assessment 7

Exemplification

Suggested learning and teaching activities



APPROACHES TO LEARNING, TEACHING AND ASSESSMENT

Introduction

This resource provides advice and guidance for practitioners of Physical Education National 4 and National 5

Physical Educational National 4 consists of three Units.

Factors Impacting on Performance Performance Skills Added Value Unit: Performance

Physical Educational National 5 consists of two units. Performance Skills Factors Impacting on Performance

Before embarking on this course, staff should be familiar with the contents of the Health and Wellbeing Principles and Practice paper:

http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/healthandwellbeing/principlesandpractice/index.asp

Staff should also read the Physical Education National 4 and Physical Education National 5 Professional Focus Paper produced by Education Scotland, to ensure that they have familiarised themselves with the key areas of significant change and potential approaches to teaching and learning.

http://www.educationscotland.gov.uk/nationalqualifications/professionalfocuspapers/index.asp

PERFORMANCE SKILLS AND FACTORS IMPACTING ON PERFORMANCE (NAT 4, 5, PE) 5







Guidance to Staff

Key Skills, Knowledge and Understanding

A broad overview of the subject skills, knowledge and understanding that will be assessed in Physical Education National 4 and National 5 is given below.

demonstrating a comprehensive range of movement and performance skills safely

understanding factors that impact on performance planning, developing and implementing approaches to enhance personal

performance monitoring, recording and evaluating performance development decision-making and problem-solving in performance contexts organisational skills in preparing for, and during, physical activities

Links to Prior Learning

Entry to the course is at the discretion of the centre. However, learners would normally be expected to have attained the skills, knowledge and understanding required by one of the following;

Relevant level 3/4 experiences and outcomes from Physical Education Physical Education National 3 or 4 Course or relevant component Units Other relevant courses or units

Experiences and Outcomes in Physical Education

http://www.educationscotland.gov.uk/myexperiencesandoutcomes/healthandwellbeing/physicaledactivitysport/physicaleducation/index.asp

Progression in Learning and Skills

Physical Education National 4 or its Units may provide progression to:

Physical Education National 5 Course other qualifications in Physical Education or related areas employment or training

Physical Education National 5 or its Units may provide progression to:

Physical Education Higher Course other qualifications in Physical Education or related areas employment or training






Integrating Factors Impacting on Performance




The technocratic approach to performance development produces limited results. Research is showing that an integrated approach to performance development is supporting the holistic development of and creating motivated and versatile performers.

Providing learners ownership of an integrated approach is important. This will help to develop learning – driven motivation, including:

Learning independently; Taking responsibility for learning; Active learning; Collaborative learning; and Applying learning and skills development

Learning in National 4/5 will help young people continue to develop the skills and attributes of the four capacities and prepare them for lifelong learning, further study and employment. Young people will have become accustomed in the BGE to learning which drives their sense of purpose and motivation to learn. This focus on learning that drives motivation should be apparent when supporting learners.

Young people participating in National 4/5 need to continue to experience active learning which engages and challenges their thinking. This can drive their motivation and enthusiasm and unleash their natural curiosity to find out things for themselves. It helps learners to sustain their efforts until they are content that they have mastered or completed their intentions. Such resilience, when self-driven, is a powerful attribute for success in the senior phase and beyond into their future lives.

ThroughNational Qualifications, young people will increasingly apply their learning and skills development. They will do this by drawing together aspects of their learning and applying what they have learned to different contexts. Varied and imaginative opportunities to apply skills, including higher-order thinking skills, are more likely to ensure the kind of motivation and self-confidence that is essential for sustained learning.



EXEMPLIFICATION

Use of ICT to support Learning

There are multiple options available for the use of ICT in the games hall. It is also important for staff to have agreed its use with learners and the areas of assessment that it will be used to support. Staff do not need to be trained in its use, only aware of the implications for learning and its impact on other pupils.

Software and Apps

Software Platform Cost Ease of UseDartfish PC Significant Will require some inservicePinnacle Studio PC Significant Will require some inserviceDigital Tec Solutions PC Significant Will require some inservice

iMovie MacBundled with Mac OS

Will require some inservice

Game Breaker Mac Yes Will require some inservice

E Portfolioipad/ iphone

£1.25Will require practice but is self-explanatory

Easy Assessmentipad/ iphone


Coaches Eyeipad/ iphone


Dartfish easy tagipad/ iphone/ Android

FreeWill require practice but is self-explanatory

Clesh Video editor Android FreeWill require practice but is self-explanatory

Kinovea PC FreeWill require practice but is self-explanatory

Real Player PC/Mac FreeDownload from Youtube – some support

Handbrake PC/ Mac FreeRecodes Youtube video for use in analyse software – some support

Wiki All Free No in-service requiredGlow All Free No in-service required

The list above was compiled in January 2013 and is neither exhaustive nor prescriptive.



EXEMPLIFICATION

Hardware

Traditional cameras are becoming less common in performance analysis. This method is inflexible, time consuming and limited.

It is important that staff at least understand the capabilities of the equipment and its uses. Learners are digitally literate and should be given the freedom to operate the technology through an appropriate and negotiated set of assessment criteria that clearly establishes the use for the learner.

Hardware Cost Flexibility

Laptops SignificantLimited – due to size and battery use

Tablets SignificantVery – with the right app it can be used anytime, anywhere

All in One Camera/ Projector ModerateVery – Just needs a flat surface to project onto

Smartphones NoneVery – App used is important. Other issues must be addressed.



EXEMPLIFICATION

Gathering evidence for National 4 & 5

Assessment should be an on-going process which permeates effective learning and teaching. As such, staff have been encouraged throughout the Curriculum for Excellence documentation to adopt imaginative and creative approaches to assessment which take account of learner’s experience in terms of challenge, breadth and application. Staff should refer to the principles of assessment as laid out in Building the Curriculum 5;

http://www.educationscotland.gov.uk/thecurriculum/howdoyoubuildyourcurriculum/curriculumplanning/whatisbuildingyourcurriculum/btc/btc5.asp

Physical Education National 4

Physical Education National 4 consists of three units; Factors impacting on performance, Performance Skills and an Added Value Unit. Assessment of these units is an on-going process that shall culminate in a pass or fail award being made by the staff member.

Physical Education National 5

Physical Education National 5 consists of two units; Factors impacting on performance and Performance Skills. Evidence will be gathered through a performance and by a portfolio.

Staff are encouraged to develop approaches to learning and teaching which take account of a learner’s prior learning in the Broad General Education. Building on this, staff should be mindful of the need for progression within National 4 and should develop approaches which allow learners to be challenged at the appropriate level.

For Unit assessment purposes, a variety of methods of assessment should be used to gather a rich range of evidence. Staff should share learning and assessment criteria with learners, provide effective feedback, encourage peer and self-assessment and use effective questioning techniques.

The NAR flowchart illustrated on the following page will help staff with coherent planning which focuses on the process of assessment and moderation.



EXEMPLIFICATION



EXEMPLIFICATION

The information outlined below will take you to the relevant information and guidelines set out by the SQA.

National 4

Direct Link to the N4 Physical Education SQA site:http://www.sqa.org.uk/sqa/45742.htmlOrGoogle: national 4 physical education; this search will let you select the first option from the list and take you directly to the National 4 site for Physical Education

National 5

Direct Link to the N5 Physical Education SQA site:http://www.sqa.org.uk/sqa/47399.htmlOrGoogle: national 5 physical education; this search will let you select the first option from the list and take you directly to the National 5 site for Physical Education

These links will allow you to access the following materials provided by the SQA:

Programme of learning Support Notes Programme of learning Specification Unit Specification

(i) Performance Skills(ii) Factors Impacting on Performance(iii) Added Value Unit (30th April 2012)(iv) Portfolio (30th April 2012)

Unit by Unit Assessment (31st October 2012) Combined Assessment (28th February 2012)



http://www.sqa.org.uk/sqa/47399.html

http://www.sqa.org.uk/sqa/45742.html

EXEMPLIFICATION




Outcome 1:

Demonstrate knowledge and understanding of factors that impact on performance in physical activities.

Throughout this unit learners will be required to observe their performance, analyse the data and then make recommendations for developing their performance.

Learners will be expected to;

Ask questions and find information Take decisions Be clear about one’s own learning needs Demonstrate initiative and leadership

The skills highlighted can be developed in a variety of ways and given the nature of the subject, it is anticipated that this will be achieved by employing a practical experiential approach to learning.

Learners will be able to employ a number of different analyse methods to this outcome and will be able to demonstrate their understanding in a number of different ways.

Some methods that can be utilised include;

Movement analysis sheets Cause and Effect charts Video analysis of performance Self – reflection and Peer feedback Graphic Organiser

The approaches highlighted cater for the wide variety of learners and all of them offer opportunities for reflection, questioning and challenge. Further examples can be found at;

http://www.educationscotland.gov.uk/resources/nq/p/nqresource_tcm4719509.asp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4-716508-64&class=l3+d150325

Three approaches to data gathering that will enable learners to develop a more enquiry based approach to their learning are Cause & Effect charts, Graphic Organisers and technology that utilises apps.






CAUSE

Effect Effect Effect

CAUSEI can’t perform a forward roll

EffectMy routine doesn’t flow as well as it should

EffectI lose confidence in my ability to perform other moves

EffectIt is limiting the number of options I have in my routine


Cause & Effect charts

The Cause & Effect chart is an excellent tool for engaging learners in the analyses process. The chart helps learners to consider the effect that an aspect of their performance is having and it allows them to explore the range of factors that impact on performance (Mental, Emotional, Social Physical).

This chart can be used in a variety of ways and is an excellent method for explaining the impact that positive and negative factors can have. It can be used as soon as a performance is finished, set as a home work task or used with a peer who has watched your performance.

Gymnastics Example:




Graphic Organiser

The graphic organiser is a useful tool for extending the use of the cause and effect chart and engaging learners in a more in-depth analysis of their performance. The organiser encourages learners to consider possible options and outcomes before making a definitive choice. The process that the learner is engaged in requires them to experiment, demonstrate initiative, ask questions and take decisions. It also requires them to explain and justify their final choice.

The organiser should be used over a number of lessons. This will enable the learner to identify, consider, apply and then decide on the best course of action. In applying such a method learners will have the opportunity to demonstrate independence in learning and follow a development programme that is appropriate to their needs and interests.

PROBLEM (factor impacting

performance)

OPTIONConsider the possible solution.You may wish to discuss with others to create numerous options.

OUTCOMESConsider the positive and negative outcomes of this option.How might your opponents react?

CHOICE




PROBLEM (factor impacting

performance)

Every time I perform a turn

whilst swimming I lose power from my

push off and fall behind my opponents.

OPTIONConsider the possible solution.You may wish to discuss with others to create numerous options.

OUTCOMESConsider the positive and negative outcomes of this option.

CHOICE

In order to be effective I will continue to use the Open turn. I know that I can maintain a competitive time which will enable me to plan and carry out a training programme that will help me with the timing of my tumble turn.

I could perform an open turn This is the easiest turn to perform. I know that I can push off at speed but it takes me out of the streamlined position and increases the effect of drag.

I could perform a tumble turn This is the most commonly used turn in swimming. It relies on good timing in your turn to get the most from your push off. My stroke length isn’t consistent yet to allow my timing to be consistent for entering the turn

I could perform a bucket turn This turn is the most difficult to perform and is usually only performed when switching between different strokes. I won’t be performing any medley events in the near future.

Swimming Example




Tablet and App technology

ICT in Physical Education National 4 and 5 can be used by learners and staff members to support and develop the principles of independent and active learning.

The use of apps, on tablet devices, gives learners access to a quicker and more appropriate method of performance analysis and evidence gathering. This method of analysis builds upon the Say, Write, Make, Do approach advocated within the broad general education.

There are many different platforms and apps available that support this form of data gathering. Due to the speed of change in this area, it is important that practitioners regularly review the apps being used to ensure that the maximum benefit of the technology is being utilised.

Example:

You are playing a game of badminton.

Learners are placed into groups of three. Player 1 and 2 will play a game as normal Player 3 is given an iPad to video the game and focus on player ones

performance.

The game is videoed using an app called Ubersense (there will be other apps that do the same thing). Once the game has been completed, player one takes the iPad and starts to review his performance. Ubersense allows the learner to play back performance in slow motion, download a previous performance and then compare those performances side by side on the screen. Whilst watching their performance the learner can provide a commentary of their performance that is saved onto the video file. This allows learners to highlight points on decision making, Cue recognition, dynamic balance and shot selection for example. This work can also be set as a homework task.

Utilising technology in this manner allows learners to access the Say and Do methods of assessment that are recommended in the Broad General Education. Evidence gathered in this way also ensures that it is relevant, appropriate to the learner’s needs and interests and can also be stored for use in a learner’s e-portfolio.




Outcome 2

Develop personal performance in physical activities

Throughout this outcome learners will be expected to plan and carry out a development programme that is appropriate to their needs. The outcome also requires learners to demonstrate an understanding of the planning process and the need for regular monitoring and adjustment of the development plan.


Initiate and organise tasks Demonstrate self – reliance and self-management Take personal control of their own learning Monitor own progress and, as appropriate, modify strategies Make informed choices and decisions


Learners will be able to utilise the information gathered from outcome one. This information will allow learners to make an informed choice about their development goals, planning goals and the value of on-going reflection.

Learners should be encouraged to use some of the following strategies to support their understanding of this process and implementation of their development programme.

Q Chart Reflective Journal Goal Setting Periodisation and Planning Cycles




Implementing a personal development plan

The process highlighted below, provides learners with a coherent and progressive model for implementing the approaches to develop performance.

The framework will allow learners to integrate monitoring, personal goals and their planning for future development needs due to the phased nature of the model.




Goals and Target Setting

Prior to planning a development programme, learners should be encouraged to reflect on the information gathered from outcome one and then consider that in relation to their long term vision.

Being able to identify one’s own strength and weaknesses is crucial to the setting of goals and objectives. One method for doing this would be to encourage learners to consider SCCAMP:

S - goals must be Specific C - within the Control of the athlete C - goals are Challenging A - goals must be Attainable M - training targets should be Measurable P - goals are Personal

This process will engage the learner in a reflective process that should incorporate the views of the teacher and peers.

This reflective process will enable the learner to complete the goals worksheet prior to engaging in the planning process.




Goals WorksheetWhere am I now?

Where do I want to be?

Obstacles: Solutions:

Goal Statement:




Goals WorksheetWhere am I now?

I am a good performer in volleyball. I am strong in all areas of the game except the attack phase (See data collection). I am very inconsistent and regularly make errors at this phase of the game.

Volleyball Example

Where do I want to be?

I would like to be able to hit and make better decisions when attacking in a game in my PE class. I would like to be able to hit the ball with confidence.

Obstacles:

I don’t have a local club outside of school

I can’t do extra training at lunchtimes because the hall is used

I can only play one game a week for 10 mins in my PE class

Solutions:

I could come in early to school to use the facilities in the morning

I could try and get more people from my class involved and try to play games in the local leisure centre.

I can use my lessons to do my development programme. This means I will have the support of my teacher.

Goal Statement:

In the next few weeks I would like to have reduced the number of errors that I make when attacking. Over the next 6 months I would like to be scoring with 1 in every 3 hits I make. By the time I leave school I would like to be the best hitter in the school.




The learner should now be in a position to decide on the various approaches that they will take to developing this aspect of their performance. It is important that learners are guided through this stage as it will ensure a more focused and useful approach is applied to their seasonal planning model.

The Q chart (McLellan J.,Read it.Understand it.Communicate it . Jemcon Publishing, 2000)

This tool guides learners through the more factual questions towards those which develop synthesis and application of acquired knowledge.

The process begins by asking learners a question with a word from the first column and a verb from the list along the top row. For example, ‘ What is involved in the method of practice?’ This will obviously involve a description of the method. When learners are asked questions involving the verbs at the far right of the chart, higher-order thinking begins to be developed. For example, ‘Why would this method be inappropriate for a performer at the cognitive stage of learning?’ This demands some analysis and application of acquired knowledge.




The Q Chart

Is Did Can Would Will Might

WhatFactual Predict

Where

When

Who

Why Analytical Synthesis and application

How




Is Did CanCan

Would WillWill

Might

WhatWhat Factual

When Can I train?I can train on a Monday and Thursday night for 2 hours.

Who is going to help me and play games?I can go to the local club on a Thursday and I have friends who will play on a Monday. I can also do my development programme in class.

Predict

What will happen if I just do physical training?I will jump higher and be fitter, but I won’t make better decisions and I won’t achieve my targets.

What Would happen if I applied a conditioned approach to my training?I would be physically stronger but I would be able to adjust my shot selection to suit what the game is telling me.

Where

When

Who

Why Analytical

How can I achieve my short term goals?I can use the conditioned approach to my training but also incorporate pressure practices that will help me to make better decisions in the game. I will need to reflect on my performance at the end of the practice.

Synthesis and application

How Will I make sure that my performance is improving and I am achieving my goals?

I will use a reflective journal to monitor my performance and conduct an analysis of every game I play to ensure that my performance is improving.

HowHow

Example: Volleyball, Conditioned Approach




The Planning of any development programme is crucial and having progressed through the previous steps, learners should now be in a position to consider how they are going to plan their training, competitions or events and other major factors that can influence their lives.

Learners should be encouraged to look at their life in general and consider all of the commitments they currently have and how those commitments could impact on their ability to complete the development programme.

Preparing a plan

The steps in producing a development programme are as follows:

Gathering information Produce an overall calendar and identify the months/weeks of the year Identify on the plan at the appropriate period

o the main competitiono area, national or school championshipso qualification competitionso club fixture o specific goals

Identify on the plan o the aspect of performance to be developed in each phaseo the period of development for each blocko the intensity of training week by weeko number of training sessions per weeko evaluation points to monitor progress

Periodisation

Periodisation is the method of organising the training year into phases where each phase has its specific aims for the development of the learner.

The phases of training that you decide upon will be based on the sport you play and the level that you play at.

A common method that is used to plan the development year involves breaking it into 3 cycles.



http://www.brianmac.co.uk/eval.htm


The Annual Plan

The annual plan is important in that it directs and guides the development programme over an academic year. It is based on the concept of periodisation and the principles of training. The objective of training is to reach a high level of performance (peak performance) and a learner has to develop the Mental, Emotional, Social and Physical skills to achieve that performance peak.

Preparatory Phase

This is likely to be the longest phase. Learners will spend the majority of this time in the practice environment and working through the development plan that they have created. They may have some opportunity for competition during this phase but they will not be preparing for it specifically. The exact length of this phase will be dependent on your sport, the identified development need and the event that you are preparing for.

Competitive Phase

Learners will need to participate in more specific preparations as the main goal or target event approaches. The start of the phase should engage learners in the identification of specific performance goals or targets for the event and start to work in a manner that will enable them to achieve the performance goals that have been set.

Transition Phase

This phase will allow learners to review the preparatory and competitive phase to assess the effectiveness of their development programme and the impact it has had on the performance targets identified. This phase will also allow the learner to identify new development goals, plan a programme of work and target specific events.



http://en.wikipedia.org/wiki/Periodization


The learner will also be expected to monitor the programme on a regular basis to ensure that they are on target to achieve the goals and targets that they have identified. Through the use of a reflective journal, learners will be able to track their physical performance as well as their mental and emotional condition.

Reflective Journal

What happened/what did I experience?

What did I learn from this?

What was a positive outcome and why?

What will I do differently next time?

What further support or resources do I need next time?

What is my next step in this area of learning?



Performance Goal:


Swimming Example: The learner would need to complete a series of these to effectively chart their journey.

This is an example of a reflection during the preparatory phase.

Reflective JournalDate: January 2013

What happened/what did I experience?

I started to feel coordination and fluency in my strokeduring the set of drills I performed today.

What did I learn from this?

I understand that the practice drills have helped me to swim butterfly more efficiently.

What was a positive outcome and why?

The improved coordination and fluency within my arm and leg actions has helped me keep a better streamlined position because I am moving now with more rhythm and creating less drag and resistance as I swim.

What will I do differently next time?

In my next block of sessions I plan to progress the drills to a more demanding level and develop a conditioning set to help me swim faster.

What further support or resources do I need next time?

Discuss with my teacher my idea of how to progress the drills and calculate a target time for me to reach in my conditioning set.

What is my next step in this area of learning?

I want to be able to build a breathing rhythm into my butterfly stroke and keep the coordination of my arm and leg actions going for the full 50m when trying to swim faster.

Outcome 3



Performance Goal: I want to improve my 50m butterfly time by 2 seconds for my final performance


Evaluate the performance development process

Throughout this outcome learners will be expected to evaluate the development programme that they have carried out. This will involve learners in personal reflection and seeking the views of others. They will then be required to draw conclusions from the data gathered to ascertain the success of the programme carried out and inform next steps.


Discuss learning and provide explanations to others Make informed choices and decisions Act as a learning resource for one another Evaluate the impact on themselves


Learners will be able to utilise the information gathered from outcome one and two. This information will allow learners to draw appropriate conclusions on the effectiveness of their development programmes and then suggest next steps for developing their performance.

Learners should be encouraged to use some of the following strategies to support their understanding of the review process.

Questionnaires Peer Interview Comparative Data

Once this data has been gathered, learners will be able to self-reflect and provide an informed conclusion of their development plan and next steps.




Questionnaires

Pupils should be encouraged to seek the views of peers, teachers and coaches. The use of the questionnaire will allow them to gather qualitative data. This data can then be used to support match analysis sheets or video of a performance.

The questionnaire can be completed online or on paper.

Performance Evaluation Questionnaire

1. Has my performance improved?Please circle

Yes No

2. Why has it improved?

3. How do you know?

4. What should I do next?




Example – Badminton

Performance Evaluation Questionnaire

1. Has my overhead clear improved?Please circle

Yes No

2. Why has it improved? You are now moving at the right time. You’re contact with the shuttle is cleaner. You aren’t as tired at the end of the rally

3. How do you know? I am spending more time at the back of the court I am smashing less and playing more drop shots I am having to work harder to win points

4. What should I do next? You should try to develop your drop shot. You make really easy to see when you are going to play it. I was winning a lot of points because of this




Peer Interview

The use of the interview or group discussion allows the learner to clearly understand the response and then ask further questions to explore the response of those involved. The learner can also use the data collected from the reflective journal and questionnaire to stimulate the discussion. It also allows the learner to have a more general discussion on the appropriateness of the development programme.

The learner should be encouraged to use a device to record the conversation and take notes from it at a later date. This approach will enable them to engage fully in the conversation and gain a greater understanding of the points being made. This can be set as a homework task.

Example Peer Interview

Peer Interview

Attendees

Date

1. In the questionnaire it stated that 75% of people believed that my performance had improved. What do you believe to be the most significant factor in my improvement?

2. Do you think that my Cue recognition has improved or do you feel that my improved fitness has had the biggest effect on performance?

3. My drop shot was identified as being a potential area for development. Do you agree with this and if not have you noticed anything about my performance?

4. Do you think I took the correct approach to my training programme? If not then what would you do differently?




Self-Reflection

Learners should now have a range of evidence that will enable them to consider, analyse and draw appropriate conclusions from.

The learner should decide how they intend to present the information regarding their development programme and the next steps that they intend to take.

Learners could publish their findings in a number of ways:

Blogs E-portfolio Group presentation

This list is not exhaustive and learners should be encouraged to find approach that is most appropriate to their needs.



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