Transcript Torch Relay comes to Barnet Wednesday 25th July 2012 Day 68

PE Subject Leaders
Wednesday 12th September 2012
Highlights
and
reflections
of the
Games
Capturing the
Essence!
•Emotions / buzzwords / phrases
•Most enduring memory?
•What was the most amazing performance for
you? What do you want your children to take
from it? What do you want them to feel?
What do you want your children to learn about
competition? Managing competition – what did we
learn from Oscar Pistorius or Jody Cundy??
What do you want your children to learn about
inclusion?
What do you want your children to take away in
terms of different roles and ways of being
involved – Gamesmakers / officials etc?
Building on the Games
– keeping the
momentum
How do we deliver an outstanding PE curriculum that makes
a real difference to children’s lives?
Describe your first PE lesson with your class to your partner
– did you grab their enthusiasm? How are they feeling?
How do you know?
Your skills and qualities as a subject leader – you are
special!!!
NC Review
Michael Gove June 2012
http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0021003
6/sosletter
High performing schools have strong leadership from H/Ts and have made
improvements in teaching quality. Teachers need to have a sense of those higher
standards that they are driving for.
Essential core skills and knowledge will be highlighted in new NC. Shorter POS for
PE to allow for maximum level of innovation at school level in the development of
content.
Expectations for a Physically
Educated Child?
Skills
Knowledge
Physically Coordinated & Capable
Resilient and Reflective in a range of roles
Competitive with sensitivity and empathy
Able to make decisions and judgements
Creative and curious in different environments
Tim Loughton Children’s
Minister – July 2012
As many of you will know, the Government has made it
absolutely clear that the PE programme of study will be
geared towards engaging more young people in physical
activity. We will not allow pupils to become draft dodgers.
But our ultimate ambition is to ensure you have much
greater freedom to use your professional expertise to
tailor PE lessons to individual pupils and classes, rather
than ask you to work towards arbitrary targets set by
politicians and policy wonks.
New EYFS framework
Development Matters
http://media.education.gov.uk/assets/files/pdf/d/development%20matters%20in%2
0the%20eyfs.pdf
Key points:
Unique child – positive relationships – enabling environments – learning and
development
Formative assessment – observation to assessment – planning
3 prime areas includes PHYSICAL DEVELOPMENT
Characteristics of effective learning – development statements
What is a 4 year old capable of….. How do they help / show / demonstrate – what do
you see? What do they say? What do they know and understand?
How do we then build on this through KS1 and then KS2???
Your curriculum
planning starts here…
What are the 3 most significant things to learn in
life?
What are the 3 most significant things to take with
you from your days at school?
What are the 3 most significant things to learn in
the physical curriculum?
5 elements of powerful learning
Learning is really powerful when the learner…………
1.
2.
3.
4.
Knows what ‘good’ and high quality looks like
Feels what is being learnt is significant to them
Is sufficiently challenged to make the learning interesting
Feels they have some choice in what to learn and who to
learn with
5. Has the product of their learning witnessed by a valued
audience
5 key resources that need
to be combined to support
powerful learning
1. TIME – how does provision and use of time affect
powerful learning?
2. PLACE – how do the spaces and places provided affect
powerful learning?
3. PEOPLE - how do people affect powerful learning – how
do we invest in them?
4. RESOURCES – how does the availability of resources
affect powerful learning?
5. TEACHING, LEARNING AND ASSESSING – how do the
approaches we use for T&L and assessment affect
powerful learning?
So now what do you
do????
An empowering leaders role
• Clear goals – what is to be
achieved – teaching and learning?
• Clear roles – who is expected to
do what -delegates and devolves
responsibility?
• Clear processes – how will work
get done – has it been done?
• Positive relationships – knows
the strengths and limitations of
individuals – adjusts behaviours
and leadership styles
• Clear shift and impact – what
has been achieved? Which way
next?
Empowering Leadership Behaviours
Relates to others
Leading others
Organising
Analysing Information
Making Judgements
Expresses and presents
own/others ideas and
views clearly
Influences, motivates
others
Plans and prioritises
Observes and thinks
clearly about work/task
implications
Thinks broadly and
creatively
Engages in
collaborative team
working
Works flexibly to enable
individual contribution
Keeps to the task
Searches for more
information
Keeps focusing on what
matters
Deals
sensitively/respects
others
Takes responsibility and
delegates it
Works under pressure
and to deadlines
Identifies underlying
issues
Makes sensible
decisions
Expresses positive
expectations of others –
encouraging personal
development
Challenges and
responds positively to
challenge
Sets clear roles and
responsibility
Takes time to evaluate
and monitor progress
and impact
Uses feedback to
encourage others
finding solutions
Listens and responds
Encourages and
involves others in
finding solutions
Shares tasks
Analyses and evaluates
situations that inform
action and direction
Reflects and recognises
learning in themselves
and others
Appreciates others
points/view
Makes suggestions that
are accepted
Decisive able to focus
on solutions
Synthesises information
and applies it relevantly
Produces effective
arguments
So now what do you
do????
3 actions that you will now take as a SL after this
session?
Write down – share with a partner – they can act as
your coach – how will you achieve that / go about
one of your actions?
Updates
•Safe Practice
•CPD dates
•Physical activity guidance – now sedentary
behaviour guidance
http://www.bhfactive.org.uk/homepage-resources-andpublications-item/335/index.html