The reality of high quality physical education the crucial role of leadership
Download
1 / 37

The Reality of High Quality Physical Education: The Crucial Role of Leadership - PowerPoint PPT Presentation


  • 152 Views
  • Uploaded on

The Reality of High Quality Physical Education: The Crucial Role of Leadership. Kim Henderson Physical Education Consultant for Barnet Children’s Service. Workshop Outcomes. To place good leadership at the heart of high-quality physical education

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'The Reality of High Quality Physical Education: The Crucial Role of Leadership' - ronalee


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
The reality of high quality physical education the crucial role of leadership l.jpg
The Reality of High Quality Physical Education:The Crucial Role of Leadership

Kim Henderson

Physical Education Consultant for Barnet Children’s Service


Workshop outcomes l.jpg
Workshop Outcomes

  • To place good leadership at the heart of high-quality physical education

  • To ensure a robust and rigorous evaluation of the quality of PESS provision and its impact on standards and pupil’s progress

  • To determine key actions from SR process that will make a real difference for pupils in your school


Headlines from my school l.jpg
Headlines from my school

If an Ofsted Inspector came to your school today and asked for the 3 main highlights / headlines of PESS in your school – what would they be?

……and the 2 key areas for development?


Where are we now l.jpg
Where are we now?

Physical education in schools 2005/08

Published: April 2009

Ofsted says…………………………


Slide6 l.jpg

“National data indicate a trend of rising standards and improved achievement over the past 3 years. There is no longer an attainment gap between boys and girls.”


Slide7 l.jpg

“Good or outstanding teaching in 2/3 of schools visited – more variable in primary, where subject knowledge less secure and not fully compensated for by professional development”


Slide8 l.jpg

“ Opportunities for pupils in Years 5&6 to take on responsibilities and leadership roles in physical education had increased”


Slide9 l.jpg

“Monitoring, evaluation, strategic planning and systems for assessment were the weaker aspects of leadership and management”


Slide10 l.jpg

“PESSYP strategy having a major impact …… widened participation in after-school and community club sports activities, improved leadership of the subject in primary schools, increased opps for PD and encouraged collaboration”


Slide11 l.jpg

“PE has contributed effectively to ECM outcomes …….. Despite the improvements in PE, it has yet to have sufficient impact on tackling the health issue of childhood obesity”


Good pe teaching observed was characterised by l.jpg
Good PE teaching observed was characterised by…….. Despite the improvements in PE, it has yet to have sufficient impact on tackling the health issue of childhood obesity”


Slide13 l.jpg
Where teaching and learning were satisfactory rather than good, the following features were usually evident………..


Examples of good assessment include l.jpg
Examples of good assessment include………….. good, the following features were usually evident………..



Slide16 l.jpg

  • Teachers’ good questioning skills to ensure that pupils understood the task and what they needed to do to improve

  • A mix of teacher directed activities, peer teaching opportunities and pupils being guided to make decisions for themselves

  • Pupils enabled to use their observation, evaluation and feedback skills consistently to help improve their own and others’ work

  • Tasks and equipment planned to meet pupils’ differing needs

  • Effective deployment of TA’s


Slide17 l.jpg

  • A lack of pace and physical activity, typically when teachers were passive or inactive for periods of the lesson or when teachers talked too much

  • Pupils watching performances with no opportunities to evaluate them or suggest improvements

  • Insufficient challenge, especially for more able pupils

  • An over-reliance on commercial schemes of work that have not been adapted to meet the needs of the pupils or that did not have clear learning objectives


Slide18 l.jpg

  • Detailed assessment and records that reflect the 4 NC strands

  • Pupils tracking their own progress against learning criteria and setting their own targets for improvement

  • NC levels adapted to form the basis of a tracking sheet

  • Assessment information used effectively to identify pupils for additional support, such as hand- eye coordination or spatial awareness


Slide19 l.jpg

  • Effective use of interactive whiteboard in classrooms to stimulate interest and motivation and to promote discussion of progress in previous lessons and targets for improvement before pupils moved to working area

  • Using still and moving images to analyse movement

  • TAs recording and evaluating performances

  • Recording performances to indicate pupils’ progress

  • Pupils use of laptops in gymnastics to view their work on sequences, enabling them to discuss how they might improve the quality of their performance



New ofsted schedule and sef l.jpg
New Ofsted Schedule and SEF is characterised by………..

  • Evolutionary rather than revolutionary

  • 2/3 of schools currently judged to be good or better – however the attainment gap is widening

  • Shift of focus – outcomes for CYP – ‘raising the bar’


Greater emphasis on l.jpg
Greater emphasis on… is characterised by………..

  • Outcomes for individuals and groups of pupils

  • How well pupils are doing taking account of any variation

  • Use of assessment to support learning

  • Leadership and management of teaching and learning

  • Effectiveness of school’s engagement with parents and carers


Slide23 l.jpg

Your school is judged ‘good’ for ‘ is characterised by………..The quality of pupils’ learning and their progress’. List the features that would support this judgement


Slide24 l.jpg

Your school is judged ‘good’ for ‘ is characterised by………..The quality of teaching and the use of assessment to support learning’. List the features that would support this judgement


Slide25 l.jpg
Your school is judged ‘good’ for ‘ is characterised by………..To what extent do pupils adopt healthy lifestyles’. List the features that would support this judgement


High quality self review l.jpg
High Quality self review is characterised by………..

What does this reveal?

What does your school self review tell you?


High quality learning and teaching in physical education l.jpg
High Quality Learning and Teaching (in Physical Education) is characterised by………..

Is this shared with all staff?

Do we all know what it looks like?


Teachers planning l.jpg
Teachers Planning is characterised by………..

  • Sharp focus on outcomes - clarity of learning objective

  • Planned effective low and higher order questions

  • Planned opportunities to use their observation, evaluation and feedback skills consistently to help improve their own and others work

  • Length of unit


Coaching and observation l.jpg
Coaching and Observation is characterised by………..

Observation templates – what do you have in school?

Coaching model – finding solutions together


What are your whole school priorities how can pess support these l.jpg
What are your whole school priorities??? is characterised by………..How can PESS support these?


Slide31 l.jpg
Priorities for your school that will make a difference? is characterised by………..How do they link with / match whole school priorities?How will you action?


Building on a strong foundation l.jpg
Building on a Strong Foundation is characterised by………..


From foundation to ks1 l.jpg
From Foundation to KS1 is characterised by………..

What does the Early Years Profile tell us?


Teacher peer self assessment l.jpg
Teacher / peer / self assessment is characterised by………..

Using Learning Outcomes as assessment criteria


Exemplification and moderation l.jpg
Exemplification and Moderation is characterised by………..

Using Core Task DVD and materials


From ks1 to ks 2 to ks3 l.jpg
From KS1 to KS 2 to KS3 is characterised by………..

How do we transfer information?

What do we need to know?


The primary review l.jpg
The Primary Review is characterised by………..

  • www.dcsf.gov.uk/primarycurriculumreview/

  • Consultation period has been completed July 2009

  • From January 2010 the DCSF and QCDA will offer guidance, and exemplification through case studies and other materials to help schools introduce the new primary curriculum from September 2011


ad