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NQT training. Physical Education Thursday 18 June 2009 . Outcomes. Know more activities that help children to learn in Physical Education Be more aware of NC requirements Be more aware of assessment criteria Be more aware of Health and Safety Have had your questions answered. Timetable.

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NQT training

Physical Education

Thursday 18 June 2009


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Outcomes

  • Know more activities that help children to learn in Physical Education

  • Be more aware of NC requirements

  • Be more aware of assessment criteria

  • Be more aware of Health and Safety

  • Have had your questions answered


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Timetable

09.15Introduction and

Learning in PE

10.30Games KS1

Gymnastics KS2

12.00Lunch

13.00Gymnastics KS1

Games KS2

14.15Health and safety

Evaluation and close


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What are the learning benefits to the child of being involved in regular, well taught physical education lessons?

PersonalEmotionalSocial

MoralIntellectual

Physical


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The aim of Physical Education is to develop physical competence so that all children are able to move efficiently, effectively and safely and understand what they are doing.

The outcome, physical literacy, along with numeracy and literacy, is the essential basis for learners to access the whole range of competences and experiences.

Learning to Move Moving to Learn

From AfPE Manifesto for Physical Education


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Exercise does improve learning, and a new understanding of its role in cognition is emerging from neuroscience. A review drawing together results from 44 studies concluded that levels of physical activity are correlated to many categories of cognitive performance in school-age children, including IQ and achievement, and mathematical and verbal testing.


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And increasing the amount of time directed towards health-based activities such as physical education has never been shown to impinge on academic performance

(Brain and behaviour – TES 11.04.08)

TES April 2008


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Physical Development

Movement

Move with confidence, imagination and

with safety;

Move with control and coordination;

Travel around, under, over and through

balancing and climbing equipment.

A sense of space:

Show awareness of space, of themselves

and of others.


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Health and bodily awareness:

Recognise the importance of keeping

healthy and those things, which

contribute to this

Recognise the changes that happen

to their bodies when they are active.

Using equipment:

Use a range of small and large

equipment.

Using tools and materials:

Handle tools, objects, construction

and malleable materials safely

and with increasing control.


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National Curriculum

The knowledge, skills and understanding identify the aspects of physical education in which pupils make progress:

  • acquiring and developing skills

  • selecting and applying skills, tactics and compositional ideas

  • evaluating and improving performance

  • knowledge and understanding of fitness and health


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Outcomes of high-quality PE and Sport

We want our learners to:

  • show commitment

  • know and understand what to do

  • lead healthy, active lifestyles

  • be confident

  • have skills and control

  • be willing to take part in different types of activity

  • be good at thinking and decision making

  • have a desire to improve

  • have stamina, suppleness and strength

  • enjoy PE and sport


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Conditions for Effective Learning

  • Knowing what I am going to learn

  • Knowing what I need to do to be successful 

  • Knowing how it fits in with other learning

  • Being able to assess my own and the learning of others

  • Receiving feedback that helps me to identify what I need to do next

  • Knowing that I have a chance of being successful

  • Having time to reflect and review my work using assessment information (with help from the teacher/coach or peer)


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What does this mean for teaching?

  • Sharing learning objectives with students

  • Helping students to know and recognise the standards they are aiming for and how it fits in with other learning

  • Using questions to promote learning

  • Involving students in peer and self assessment

  • Providing feedback which leads to students recognising their next steps and how to take them

  • Promoting confidence that every students can improve

  • Involving both teacher and student in reviewing and reflecting on assessment information 


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  • What do you expect children to wear for gymnastics, dance, and games?

  • What is the policy for wearing of jewellery?

  • At what age should children carry equipment in gymnastics?

  • Where do you place mats for gymnastics?

  • How should a teacher dress for PE?

  • What noise level do you find acceptable in a gymnastics lesson?

  • Where do you go to for advice about safe practice in PE?


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2008 Edition Safe Practice in Physical Education and School Sport –

www.1st4sport.com


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