· web viewput all the handouts, overheads etc. into a resource pack for the topic and give a copy...

PGCert Secondary Physical Educationwith recommendation forQualified Teacher Status

2013-2014

Professional Learning Record Appendices:

Professional Learning ActivitiesSchool Experience Timetable

Planning Proformas

Contents

Introduction to Professional Learning Activities 3

Section 1 Generic Activities 3Activity 1: Lesson Observation (Record 1)......................................................................................5Activity 1: Lesson Observation (Record 2)......................................................................................7Activity 2: Creating a Positive Learning Environment: Expectations and Ground Rules.................8Activity 3: Maintaining a Positive Learning Environment: Dealing with Critical Incidents................9Activity 4: English as an Additional Language...............................................................................12Activity 5: Every Child Matters.......................................................................................................14Activity 6: Personal, Spiritual, Moral, Social and Cultural Development........................................15Activity 7: GAP Project Task.........................................................................................................16Activity 8: Induction to your school................................................................................................17Activity 9: Safeguarding.................................................................................................................18Activity 10: Other Generic Activities..............................................................................................19Activity 11: Communicating effectively with parents......................................................................20Activity 12: ICT across the Curriculum..........................................................................................21Activity 13: Differentiation..............................................................................................................23

Section 2 Physical Education Specific Activities 25Activity 14: Physical Education Curriculum Audit..........................................................................25Activity 15: Physical Education Information and Communication Technology (ICT).....................27Activity 16: Physical Education Class Management and Warm Up Activities...............................28Activity 17: Physical Education Class Management and Safe Practice........................................29Activity 18: Physical Education Subject Knowledge......................................................................30Activity 19: Physical Education 14-19 Examination Courses and Specifications..........................31Activity 20: Physical Education 14-19 Qualifications.....................................................................32Activity 21: Physical Education Lesson Planning..........................................................................33Activity 22: Physical Education Assessment.................................................................................34Activity 23: Physical Education Assessment, Recording and Reporting.......................................36Activity 24: Physical Education Report Writing..............................................................................37

Section 3: 3a School Experience Timetable 38School Experience Timetable........................................................................................................38

Section 3: 3b Lesson Planning Proformas 40Level 1 Unit of Work 2013-2014....................................................................................................40Level 1 Lesson Plan 2013-2014....................................................................................................42Level 1 Examination Unit of Work 2013-2014...............................................................................45Level 1 Examination Lesson Plan 2013-2014...............................................................................46Level 2 and 3 Unit of Work 2013-2014..........................................................................................50Level 2 Lesson Plan 2013-2014....................................................................................................52Level 3 Lesson Plan 2013-2014....................................................................................................55Level 2 and 3 Examination Unit of Work 2013-2014.....................................................................58Level 2 Examination Lesson Plan 2013-2014...............................................................................59Level 3 Examination Lesson Plan 2013-2014...............................................................................62

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Introduction to Professional Learning ActivitiesOver the last few years there have been increasing expectations on schools involved in Initial Teacher Education to take more of a lead role in providing Professional Learning Activities (PLAs) for student teachers during school based work. Within the Brunel Secondary Partnership, school colleagues have developed many innovative and effective methods of helping students meet and provide evidence for the Teachers’ Standards. All activities should be written up in a relevant and appropriate format, the Standards reference(s) noted at the top and filed in Section B of the school experience file. The Brunel Partnership Professional Learning Activities have been arranged in 3 sections: Section 1, Generic Activities; Section 2, Subject Specific Activities; Section 3, Lesson planning proformas and timetable.

Section 1 Generic Activitiesa) Student observes subject mentor/other departmental staff teaching. The observation may be

used by the student to: Use the information to plan a similar lesson which they then teach; Complete a lesson plan proforma detailing what takes place in the lesson; Identify risk assessment and management; List all questions asked and answers given by both teacher and pupils. Observation Records 1 & 2 (Activity 1 below) should be used to record observations by the student

teacher.b) Student to plan a lesson to be taught by subject mentor/other departmental staff which the

student observes and evaluates pupil learning in relation to their planning. This is then discussed;

c) Video the student teaching and then student and subject mentor/other departmental staff watch the lesson together and discuss it;

d) Video the student teaching whilst the observer asks questions into the video camera whilst filming. The student then watches the lesson, evaluates pupil learning in relation to their own teaching, and then meets to discuss it with the subject mentor/other departmental staff;

e) Video the subject mentor/other departmental staff teaching and the student asks questions into the video camera whilst filming;

f) Being videoed teaching a lesson and watching it with the mentor;g) Observation of subject mentor/other departmental staff at parents’ evening;h) Assess samples of pupils using National Curriculum and Examinations Specification criteria in

collaboration with colleagues;i) Discussion with Learning Manager/SENCO/LSA about processes for support etc;j) Collaborative reviewing of IEPs/Statements/PSPs/BSPs;k) Attend an annual review;l) Observe colleagues making telephone calls to parents or other external agencies to deal with

challenging situations;m) Pupil/tutor group/teaching group shadow;n) Student observes teachers in other subject areas teaching;o) Student observes other student teachers teaching;p) Team teach with subject mentor/other departmental staff;q) Team teach with other students;r) Write lesson plans jointly with subject mentor;s) Write lesson plans jointly with other student teachers;t) Write a lesson plan and discuss this with subject mentor other departmental staff;u) Observation of teaching by subject mentor/other departmental staff;v) Observation of teaching by other student teachers;w) Debrief after lesson;x) Meeting with university staff;

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y) Meeting with subject mentor to discuss progress and set targets (weekly professional learning meeting);

z) Opportunity to help with extra-curricular activities;aa) Opportunity to support the organisation and running of school trips.

The Partnership recognises that in order for all schools to play a full part in the Professional Learning process, a support programme based on these learning opportunities needs to be in place. This will help mentors share the good practice that exists as well as developing more opportunities for learning within the school context. The purpose of this task booklet therefore is to:

a) help mentors devise a Professional Learning programme for their students based on the Teachers’ Standards with particular reference to the student’s target within their action plan

b) enable the students to gather evidence of progress in a particular Standard area as part of a portfolio to support the Profile

It must be noted that the mentor may consider it beneficial to the students’ learning to undertake a particular activity on two or more occasions. It is the responsibility of the students to keep the evidence of these PLAs together with mentor comments / signatures in the relevant section in their school file.

These PLAs support those in outlined in:

Capel, S., Leask, M. and Turner, T. (2013) Learning to Teach in the Secondary School (6th edition). London: Routledge/Falmer.

Capel, S. and Breckon, P. (2013) A Practical Guide to Teaching Physical Education in the Secondary School (2nd edition). London: Routledge/Falmer.

Further resources can be found on the publisher’s web site:

http://www.routledge.com/textbooks/0415361117/resources/observation.asp

Please note that permission must be sought from the student, teacher or subject mentor to video any activity and that pupils must not be identifiable in the video e.g. faces are not shown.

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http://www.routledge.com/textbooks/0415361117/resources/observation.asp

Activity 1: Lesson Observation (Record 1)(Teachers’ Standards Reference(s): TS…………………………….)

Student Teacher Teacher and class observed Date and lesson times

Lesson theme/topic

Introduction to the lessonPrompts: How does the teacher Start the lesson, greet & welcome the

pupils Make links to previous learning and

further lessons Explain the objectives of the lesson

Use a variety of teaching strategies (eg explanation, demonstration, questioning, effective use of resources?)

Provide opportunities for interaction and oral work

Manage transitions between parts of the lesson

Teaching and learningPrompts: How does the teacher Plan for differentiation Ensure all pupils understood the

tasks Question pupils to check

understanding Provide feedback to promote learning Correct errors and misconception Manage behaviour

Use presence and body language to manage the learning environment

Organise the learning environment Use resources (including ICT) Assess learning and progress Give pupils the opportunity to explore

a range of learning styles

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Pupils’ responsesPrompts: To what extent did pupils show Concentration Interest in tasks Enjoyment

Collaboration Independence Understanding of lesson objectives

ConclusionPrompts: how did the teacher Finish off the activities Summarise the key points of the

lesson – either at transition points or at the end

Involve pupils in assessing how far learning objectives have been met

Ensure a calm and smooth finish to the lesson

Provide opportunities for follow-up activities or homework

End the lesson and dismiss the pupils

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Activity 1: Lesson Observation (Record 2) (To be used for a specific focus in the lesson)

Student Teacher Teacher and class observed Date and lesson times

Lesson theme/topic

Area of focus for this observation

Comments

Reflective comments to include: ideas and approaches I found useful; issues to discuss with my mentor/tutor; what I will implement in my own teaching following this observation

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Activity 2: Creating a Positive Learning Environment: Expectations and Ground Rules(Teachers’ Standards Reference(s): TS…………………………….)

Task 1Ask colleagues to provide examples of the things they do to create a positive learning environment with their teaching groups

Experiences of creating a positive learning environment:

Task 2Which of these do you feel able to make use of in your own lessons?

Ideas for Implementation:

Task 3Reflect on what you have learned from the guidance from colleagues.

Reflections: What did you learn from the discussions?

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Activity 3: Maintaining a Positive Learning Environment: Dealing with Critical Incidents(Teachers’ Standards Reference(s): TS…………………………….)

Task 1Identify the most ‘critical’ incident (behaviour) with a pupil that you have encountered as an observer or teacher. You may draw from any of your experiences to date. Provide brief details using the guidelines as follows:

Context: Where did the incident take place?

Incident: What happened? What was the problem? How did it arise?

Pupil Behaviour

Teacher Response

Outcome: Short Term (i.e. steps taken immediately)

Outcome: Longer Term (i.e. action to prevent future difficulties)

Reflections: What did you learn from the experience?

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Task 2Repeat this task by asking two school colleagues to identify the most ‘critical’ incident (behaviour) with a pupil that they have encountered and provide brief details using the guidelines as follows:

Example 1Context: Where did the incident take place?


Pupil Behaviour

Teacher Response



Reflections: What did your colleague feel they learned from the experience?

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Example 2Context: Where did the incident take place?


Pupil Behaviour

Teacher Response



Reflections: What did your colleague feel they learned from the experience?

Task 3Reflect on what you have learned from the experiences outlined by colleagues.

Reflections: What did you learn from the discussions?

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Activity 4: English as an Additional Language (Teachers’ Standards Reference(s): TS…………………………….)

Please use this directed task to explore the questions below in relation to ‘Achievement and Diversity’. They are by no means intended to act as a list of prescriptive questions. As prompts they should guide your write-up and allow you to demonstrate capabilities across these important Standards during the course.

There is an ‘alternative’ course of action suggested for those of you located in settings that have no pupils with EAL.

The Directed Task

What do you need to do and why? The purpose Who will read this? The audience How might you draw on this at a future interview or during your NQT year?

You will find it beneficial to engage in a brief discussion with the teacher/ learning assistant/ specialist EAL teacher or even members of the child’s family if the teacher/ school allow this. You may be able to set up a parent/ teacher meeting. This task will not only demonstrate how you address Standards around diversity, but also those such as providing a safe and purposeful learning environment and collaborating with other specialists within the school community. I include parents/ carers as ‘others’ here as they are the primary educators. In this way, the directed task has a multi-faceted purpose.

Select one pupil from your class (or from another class where appropriate) and comment concisely under the headings below. You may not be able to comment under every single heading but do try your best within the context in which you are learning.

Pupil Information (Please use a pseudonym for confidentiality)

Age and year group of pupil:________________

Length of time in the country (years and months):_______________________

Country of birth (of pupil and parents/ carers):__________________________

Religious background:__________________________________________

Prompts (Some areas have prompts to support your thinking) Comment on any cultural aspects of this pupil’s background that you need to be aware of? You

may need to research areas on the Internet or talk to friends on the course.• Consider dietary requirements, key festivals, religious observance and so on

What language/s does the pupil use with parents, siblings, friends and the wider extended family? • Ask the child/ parent/ carer or use school data if accessible. • Comment on the level of fluency and confidence in other languages (you may need to

ask a bilingual TA if available). • Does the pupil ever use their additional language in the school environment? If so,

where have you seen this?

Does the pupil attend any out of school language classes? • If so, what form do these classes take?• Who leads these classes and what is their purpose?

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Comment briefly on your pupil’s speaking & listening, reading and writing capabilities. • Do you notice any significant differences between talk and written work? If so, what

sorts of issues emerge? • Is one ahead of the other?• How does it impact on their ability to cope with different areas of the curriculum?

Outline any language based strategies (or general strategies) that you have observed or implemented yourself to support this pupil (even if they seem very fluent and able- i.e.: an advanced bilingual learner).

• Remember to draw on opportunities ‘across the curriculum’, not just in English. For example, does the curriculum draw on famous role models/ scientists/ mathematicians from a range of cultural backgrounds?

• Does any pre-teaching of technical terminology take place?• Is the additional language used to support learning in English? • What physical resources (including staffing expertise e.g.: languages) are available?

How does your placement classroom mirror diversity in the wider school, local community and local authority?

o Explore local and national statistical data. This is a Standard that students usually struggle with.

In what ways do school policies and frameworks address this area?o Have a look through policies to find evidenceo Talk to co-ordinators in core subject areas about their approach

How have you met the needs of EAL learners during the unit of work?o Did your planning make this explicit?o How do your lesson evaluations evaluate the impact of your teaching on the progress of

any EAL learners?

Useful points to note: You may want to raise this directed task during one of your early weekly professional learning

meetings. All external link tutors will have this task e-mailed to them so that they are aware of the

requirements.

Extension Task Write around 750 words (excluding quotes and references) on the title below. Include this in

section B of your school experience file. “Outline 3 whole school/ classroom based strategies to demonstrate effective inclusion and

personalised provision for pupils with EAL”

Comment (optional):

Mentor’s Signature:....................................................... Date: ...................................

Student’s Signature:...................................................... Date: ...................................

NB This task may need to be adapted and undertaken in a different school if it is impossible for you to work with a pupil with EAL in the placement school.

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Activity 5: Every Child Matters (Teachers’ Standards Reference(s): TS…………………………….)

The Every Child Matters still agenda underpins the work of schools. You will find elements of Every Child Matters in many of the professional learning activities you undertake in school.

Find out how are the five major themes of the Every Child Matters agenda are being addressed in your school

Be healthy

Stay safe

Enjoy and achieve

Make a positive contribution

Achieve economic well-being

Practical and reflective activityWhat are the implications of the Every Child Matters agenda for your own professional practice?

Indicate to which Standard(s) you think this activity might contribute:



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Activity 6: Personal, Spiritual, Moral, Social and Cultural Development (Teachers’ Standards Reference(s): TS…………………………….)

Target Area: Contributing to pupils' personal, spiritual, moral, social and cultural developmentObjective – By the end of this task you should be able to plan learning opportunities for pupils' personal, spiritual, moral, social and cultural development in PE

Steps1. Obtain copies of any school and department’s policies on PSMSC development

2. Discuss departmental policy with your mentor

3. Gather the following information and discuss it with your mentor -

What are the main strategies the department uses for developing PSMSC?

Observe a lesson and note any opportunities (either planned or unplanned) that arise

Provide examples of opportunities you have planned in your lesson related to PSMSC

Lesson:

Description:

Comment:

Lesson:

Description:

Comment:

Mentor comments / confirmation that the task has been completed at a satisfactory level



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Activity 7: GAP Project Task(Teachers’ Standards Reference(s): TS…………………………….)

1. Make yourself familiar with the safeguarding/ child protection/ diversity/ anti-bullying policies and procedures within your placement;

2. Meet with your child protection/ safeguarding lead at your placement setting. You may choose to explore the key issues faced within your local school settings? What other agencies/ professionals does your safeguarding lead work with?

3. What kinds of support are already in place to support pupils and families around domestic violence? What existing professional learning is in place for school staff?

4. Is there an anti-bullying lead? 5. How does your school setting deal with issues of bullying around gender/ sexuality issues?6. How does your school promote diversity around issues such as sexualities/ gender equalities?

What support/professional learning do school/ local education authority staff have in exploring these issues?

7. Does your SRE/ PSHE or other areas of the curriculum explore these issues? If so, how?

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Activity 8: Induction to your school(Teachers’ Standards Reference(s): TS…………………………….)

You will need to do this activity in both your placement schools

This activity is intended to help you orientate yourself in the school and the department and to focus your attention on some of the practicalities you will need to understand in order to begin your teaching successfully. It may take you some time to compile all this information and, as schools are very busy places, you will need to be flexible in the interests of good professional relationships

Find out about and make notes on the following about your school/department:

1. Head of Department2. Subject mentor and other subject teachers3. Other holders of key responsibilities4. Support staff who work in the department5. Location of departmental resources6. ICT facilities (including staff and student access)7. Photocopying and reprographics8. Examination specifications used at GCSE/Foundation and Intermediate levels9. Examination specifications used at A level/post-16/Diplomas10.Other assessment procedures11.Department handbook12.Communicating with parents13.Homework policy14.Rooms/access15.Health and safety16.Times of departmental meetings17.Extra-curricular activities18.Pupil data that is available19.Arrangements for your block school experience timetable

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Activity 9: Safeguarding(Teachers’ Standards Reference(s): TS…………………………….)

Safeguarding is a relatively new term which is broader than ‘child protection’ as it also includes prevention. Safeguarding has been defined as:

All agencies working with children, young people and their families taking all reasonable measures to ensure that the risks of harm to children’s welfare are minimised; and

Where there are concerns about children and young people’s welfare, all agencies taking appropriate actions to address those concerns, working to agreed local policies and procedures in full partnership with other local agencies. (Safeguarding Children (2005), The 2nd Joint Chief Inspectors Report on Arrangements to Safeguard Children.

Within school all members of staff have a responsibility to safeguard children (including student teachers). The following activity helps you to ensure that you are aware of and understand the schools’ safeguarding policies.

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Foundation Phase School Experience

Ensure that you have read your school’s safeguarding document. Ensure that you know who to talk to if a child discloses information to you.

Write the name of this designated person below

________________________________________

Please ask your mentor to sign below to confirm that this information is correct

___________________________________

Development/Consolidation Phase School Experience

Ensure that you have read your school’s safeguarding document. Ensure that you know who to talk to if a child discloses information to you.

Write the name of this designated person below

________________________________________

Please ask your mentor to sign below to confirm that this information is correct

___________________________________

Activity 10: Other Generic Activities

These generic activities (which link in to your weekly professional learning meetings) can be completed during your school placements. You may complete these activities in both schools. It may then be useful to compare how contrasting school approach each of the items below.

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Find out what your school is doing to address the following: Managing the Learning Environment (including Rewards and Sanctions)

Transition from KS2 – KS3 (including integration and use of setting)

Range of courses available at KS4

Range of courses available at KS5

Find out how literacy skills are integrated into teaching in your department

Find out how ‘PLTS – personal, learning and thinking skills’ are integrated into teaching in

your department

Inclusion - Find out how provision is made for the following within your department:

◦ Inclusion – Students with Learning Disabilities

◦ Inclusion – Gifted and Talented Students

◦ Inclusion – English as an additional language Students

◦ PSHE

◦ Pastoral provision

Partnership in learning - Find out how your school uses non-teaching staff to provide for

pupils’ learning and well-being

Activity 11: Communicating effectively with parents (Teachers’ Standards Reference(s): TS…………………………….)

In order to fulfil wider professional responsibilities, teachers need to be able to communicate effectively with parents. Below are some suggested activities to support your professional learning and the development of your knowledge and skills in this area.

Conversations with Parents

i. Observe a colleague making a telephone call to a parent where the focus of the conversation is positive.

ii. Observe a colleague making a telephone call to a parent where the conversation is focussing on a difficult issue.

iii. Join a colleague in a meeting with a parent.

In each of these situations take notes based on the following: Why was the meeting or telephone conversation initiated? What was the purpose? How did the conversation open? What were the key points which underpinned the conversation? Were there any difficulties during the conversation? What did you learn as a result of observing this?

Reporting to Parents

i. Attend parents’ evening. Familiarise yourself with the pupil data available to you before the conversations take place. Negotiate the opportunity to shadow a member of staff as they discuss pupil progress with parents. Make brief notes on the key content and format of the conversations.

ii. Write a small sample of reports for pupils in key stage 3, key stage 4 and examination classes. Discuss the content of these with the class teachers and, with their support, refine them until they reflect the quality that the school would be willing to send to parents (although these may not be sent).

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Activity 12: ICT across the Curriculum(Teachers’ Standards Reference(s): TS…………………………….)

The use of technology across the curriculum: when to use ICT (Information Communications Technology) tools and using technology appropriately in your subject

When you think of using ICT in the teaching and learning of your subject – how confident are you to proceed? Think about the following factors and how these can influence you:

a) your willingness to use ICT b) your ICT capabilities c) knowing what ICT to use and when to use it d) the ICT culture in the school e) support from ICT experts in the school f) available resources.

A more collaborative approach i.e. drawing on the expertise of other teachers more skilled/confident in the use of technologies and working collaboratively – may help and enable you to adopt technologies in your subject specialism. Consider the following tasks:

Tasks

1. Consider the way ICT is used for teaching and learning in your school - to what extent is it cross-curricular i.e. are technologies not used/used regularly/embedded across all subject areas? Read the school policy documents and find if there is reference to the use of technologies in the school and the stance they take i.e. whether or not they promote the use of technology across the school?

2. Find out which staffs have technology-related responsibilities in your school? (i.e. Computer Science-ICT Head, ICT co-ordinator, IT support staff)-what are their roles?

3. Examine the schemes of work in your subject area- is there any reference to the use of technologies? What advice is offered about approaches using technologies in the teaching and learning of your subject? Discuss with your mentor what teaching approaches they use to ensure that pupils learn how to apply their ICT knowledge/skills in your subject and/or how ICTs are used in your subject area.

4. Ask the school’s ICT co-ordinator which teachers across the curriculum are recognised to be confident in the use of ICT and adopt it regularly in their teaching? Approach one/two of these teachers and ask about the technology related tasks they ask pupils to perform. Discuss what are their reasons for using ICTs in their lessons i.e. is it a way to make the lesson more fun, helps to reinforce concepts, innovative method of teaching a particular topic etc? If possible observe such a lesson.

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Extended taskApproach a Computer Science/ICT teacher and ask if you can plan a lesson together. Develop a joint lesson plan- which aims to meet both of the subjects’ lesson objectives.

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Activity 13: Differentiation (Teachers’ Standards Reference(s): TS…………………………….)

There are several aspects you need to consider when adapting teaching to respond to the strengths and needs of all pupils. Below are some suggested activities to support your professional learning and the development of your knowledge and skills in this area.

Consider this useful definition of an inclusive school:

“An educationally inclusive school is one in which the teaching and learning, achievements, attitudes and the well-being of every young person matter. This shows, not only in their performance, but also in the ethos and willingness to offer new opportunities to pupils who may have experienced previous difficulties. This does not mean treating all pupils in the same way, rather, it involves taking account of pupils’ varied life experiences and needs”.

(Extract from Evaluating Educational Inclusion, www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.displayfile&id=459&type=pdf.

Task 1: Reflection How would you know if a school was truly ‘inclusive’? What might the indicators be that: There is a fair deal for all pupils; The school overcomes any barriers to learning for individual pupils and groups; The school’s values are clearly reflected in day-to-day practice? What would you expect to see in classrooms around the school?

Knowing your pupilsGroups of pupils who are at risk of underachieving may be those who: Are black boys of African Caribbean heritage; Have identified special educational needs; Are white working class boys; Are learning English as an additional language; Are from Roma or traveller families; Are from refugee or asylum-seeking families; Have arrived at school after the normal point of entry for the phase; Are girls who are in a minority in a class/group; Are designated as gifted or talented pupils.

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http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.displayfile&id=459&type=pdf

Task 2: What do you know about your pupils?This task might be best carried out with the support of someone responsible for inclusion or the SENCO.Look again at the list of potentially underachieving pupil groups above and compare it with the population in your own school. You might need to ask someone to provide you with a detailed picture of the pupil population.Now analyse the information and note any significant pupil groups. Below are some significant factors that you may wish to consider when thinking about your own school population.

Significant differences in the number of boys and girls overall; The proportions of minority ethnic groups (including travellers, looked-after pupils, refugees and

faith groups represented); The proportion of children learning English as an additional language and the provision made

for them; The number and range of pupils identified as having SEN and being supported through school

action, action plus or a statement.

Finally, make sure you have details about the pupils you need to include when differentiating within your own particular teaching groups, in order to meet the needs of all pupils.

Effective inclusive teaching occurs when: Pupils are clear what they will be learning; Links are made to learning elsewhere; A range of teaching strategies are used; Pupils are sat with a ‘buddy’; Questions are pitched appropriately; There are frequent opportunities for purposeful talk; Pupils are encouraged to ask questions; Pupils have personal targets; The teacher models the process; Strategies for active engagement are used; Pupils are grouped for specific learning purposes; Support of other adults is targeted; Lessons conclude with plenaries to support reflection on learning.

It is not possible, nor is it necessary to attempt to employ all of these strategies all of the time, but it is essential to know what needs to be done to accommodate the learning of all pupils within each class.

Task 3: How do we plan to include all of our pupils?When you watch a lesson, consider how the teacher includes the wide range of pupils in the lesson by doing any of the above. Note any specific techniques and tactics the teacher uses that you could employ in your own teaching.

Consider your medium term plan – how might you make changes in your short term planning for your focus group pupils over a sequence of lessons?

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Task 4: ChecklistUse the following checklist to help you consider how pupils will access and be included in the learning. Groupings

o How will you arrange the classroom?o How will you seat and group all pupils and in particular, the focus group?

Additional adultso How will you plan to use additional adults available?

Learning objectiveso How do you intend to share the overview of the learning, the objectives and the learning

outcomes of the lessons? Learning climate

o What will be the most effective way to teach what you intend?o How will you maximise and build on prior knowledge?o How will you appeal to the range of pupils’ learning styles?o What resources and displays will you use?

Teaching strategies and techniqueso What strategies will you use to actively engage pupils?o How will you pace and time these strategies and activities to suit all? o What kinds of questions will you use and how will you direct these for individual pupils?

Plenaryo How will you help pupils to reflect on what they have learned?

Section 2 Physical Education Specific Activities

Activity 14: Physical Education Curriculum Audit(Teachers’ Standards Reference(s): TS…………………………….)

Please upload this document to the Journals section of BBL.

School:

Department Mentor:

Curriculum Content

Please indicate the activities included in the curriculum identifying the year group(s) that are involved and the term(s) when the activity is timetabled. Do indicate any gender splits.

Activity Year Groups Term(s)Athletics ActivitiesDance ActivitiesGames Activities (please specify):

Gymnastics Activities(please specify):

Outdoor and Adventurous Activities (please specify):

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Swimming (please specify):

Health Related Exercise

Sports Leaders Awards (please specify):

GCSE Physical Education (Full Course)GCSE Physical Education (Short Course)GCSE DanceBTEC Introductory Certificate (please specify):

BTEC First Certificate (please specify):

AS/A2 Physical EducationBTEC National AwardBTEC National CertificateBTEC National DiplomaOther:

Time Allocation

Please indicate the number of lessons, amount of time and lessons per unit allocated to National Curriculum/compulsory Physical Education for each year group:

Year Group Minutes per lesson Number of Lessons per week

Number of Lessons per Unit

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Year 13

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Any other relevant information:



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Activity 15: Physical Education Information and Communication Technology (ICT)(Teachers’ Standards Reference(s): TS…………………………….)

During the year record the ways in which you have made use of ICT to support your professional practice in the following areas within Physical Education:

Planning; Teaching and Pupil Progress; Assessment and Evaluation; Wider professional use.

Use of ICT Impact on Practice/Pupil Progress

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Activity 16: Physical Education Class Management and Warm Up Activities (Teachers’ Standards Reference(s): TS…………………………….)

Target Area: Establishing a purposeful and brisk start to a lessonObjective: By the end of this task you will be able to plan and deliver the warm-up phase of a PE lesson.

Use the standard lesson plan format. Use the following check-list in your preparations and give it to the observing teacher to complete

Is the warm-up related to the type of work the children will be doing during the main part of the lesson?

Does the warm-up start with slow pulse-raising activity followed by stretching activities?

Is use made of equipment during the warm-up? (Particularly appropriate in games lessons.)

Are warm-ups performed in the context of the activity? e.g. tasks which emphasise quality of movement in gymnastics and dance activities (Game type activities are not appropriate).

Are strategies used which allow children to take control of their own learning? - i.e. pupils leading the warm-up, or stretching with a partner.

Does the warm-up start as soon as the pupils enter the work area?

Has the student planned to maintain high activity levels during the warm-up? (e.g. by generating enthusiasm and by the creation of a sense of urgency,)

Mentor / observing teacher comments and targets for the start of future lessons



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Activity 17: Physical Education Class Management and Safe Practice(Teachers’ Standards Reference(s): TS…………………………….)

Target Area: Providing a safe environmentObjective – By the end of this task you should be aware of potential hazards in a particular activity and be able to provide a safe environment for pupils

Providing a safe environment is essential in a practical subject such as Physical Education. Experienced teachers are aware of hazards and try to minimise risk as much as possible. The object of this task is to give you an awareness of the type of factors teachers need to take into account when planning for a safe environment. Choose a lesson where you would like more awareness of safety issues

Lesson ...................................... Class ...................................... Date ........................

Watch the lesson and try to determine;

a) ways in which such a lesson could be hazardous

b) measures the teacher has taken to minimise the safety risk.

c) questions to ask the teacher on any aspect of safety within the lesson.

d) write a summary of your discussions with the teacher after the lesson

Mentor confirmation of the above activity together with any appropriate comments



30

Activity 18: Physical Education Subject Knowledge (Teachers’ Standards Reference(s): TS…………………………….)

Target Area: Development of subject knowledgeObjective – By the end of this session you should be able to demonstrate subject knowledge in a targeted area of activity

1. For a lesson where the development of your subject knowledge is a target, note below details of a movement or skill that is due to be taught

2. Make a comprehensive list of the associated learning points for that skill (research as necessary)

3. Ask your mentor to check that the above presents a clear ‘picture’ of what the skill / sequence of movement may look like in isolation and a in a game / sequence situation, and discuss appropriate teaching strategies

4. Complete a collaborative lesson plan with your mentor, including a phase where you teach the above

5. Teach the lesson collaboratively with your mentor

6. Complete a lesson evaluation (on the collaborative lesson plan)

Statement from mentor confirming that the task has been completed and noting the student’s achievement in this area



31

Activity 19: Physical Education 14-19 Examination Courses and Specifications (Teachers’ Standards Reference(s): TS…………………………….)

Target Area: Familiarisation with relevant 14-19 examination specifications and courses including vocational courses.Objective – By the end of this task/s you should be familiar with the 14-19 qualifications at your school. This task should be undertaken for every examination course offered.

Name of Examination and board: ...............................................................

You should obtain a copy of the specification from the school (or download from the internet), investigate the following questions and discuss them with your mentor at the weekly professional learning meeting.

What percentage of final marks are given to practical (normally called ‘coursework’) assessment and theoretical assessment?

What range of practical activities are offered to the candidates?

How and when is the practical (coursework) assessed?

How is the theoretical knowledge assessed?

What are the practical options available?




32

Activity 20: Physical Education 14-19 Qualifications (Teachers’ Standards Reference(s): TS…………………………….)

Target Area – know and teach the key skills required for current 14-19 qualificationsObjective – by the end of this task you will have demonstrated that you can plan, teach and assess an aspect of a 14 – 19 qualification

After discussion with your mentor describe the topic you will plan and teach below

Note the teaching strategies you will use to use and gather appropriate resources from school, University, internet etc. (Where possible demonstrate the use of ICT skills).

Write unit / lesson plans and evaluations using the standard format and keep these in your teaching file

Put all the handouts, overheads etc. into a resource pack for the topic and give a copy to your mentor




NB. Work towards this target can be achieved in a variety ways. It may be appropriate to plan part of the lesson, use the collaborative lesson plan or teach the topic to only part of the group.

33

Activity 21: Physical Education Lesson Planning (Teachers’ Standards Reference(s): TS…………………………….)

Target Area: Lesson PlanningMentors should use this monitoring sheet to check that students are taking account of the following considerations in planning their lessons

Activity and group ....................................... Lesson in unit .................... Date .................

Aspect of Planning CommentILOs are both specific and assessable. They are written in terms of what pupils will learn rather than what they will do or what the student will teach and include verb, context and qualityILOs relate to the unit outcomes and map across all other PENC key processesKey words are identified from the ILOs for this lesson and they have been informed by assessment data from previous lesson Action points are included for sample of pupils

Learning activities are differentiated – for individuals and / or groups

Learning points are ‘bullet pointed’ and relate to what the student expects to observe. These should also represent the PENC key processes identified in the ILOsFull consideration has been given to pupil / equipment movement, taking account of safety factorsStudents assess whole class learning using key words from the ILOs of the lesson and identify key words for the next lessonEvidence of pupil learning in sample used for systematic assessment is critically reflective rather than descriptive. Action points are identified for future planningSummary of evaluation of student learning taken from the lesson debrief sheet

Comments by mentor and targets for future lesson planning



34

Activity 22: Physical Education Assessment (Teachers’ Standards Reference(s): TS…………………………….)

Target Area: AssessmentObjective: By the end of this task you will have demonstrated that you are able to assess and record how well pupils have achieved the ILOs of a lesson and use this information to inform future planning

Prior to the lesson Ask the teacher to provide you with the ILOs of a lesson and identify pupils of differing ability in that activity. Observe these pupils and note the achievement using the grade criteria and appropriate comments.

Student................................. Teacher ................................. Activity...........................

Date ............................ Time ................................ Year Group ..............................

Intended Learning Outcomes of Lesson

1.

2.

3.

Grade criteria - - met expectations, not met expectations, + exceeded expectations

Pupil Name Learning outcome 1 Learning outcome 2 Learning outcome 3

35

Target Area: Assessment (Continued)

Pupil Name Learning outcome 1 Learning outcome 2 Learning outcome 3

After the lessonCompare your observations to those of the mentor and discuss how the results of your assessment will be used to inform the planning for the next lesson.

Statement from mentor confirming that the task has been completed, noting the student’s achievement in this area and recording any suggestions for future development



NB This task could be undertaken with the roles reversed i.e. student assessing whilst teaching and teacher assessing whilst observing.

36

Activity 23: Physical Education Assessment, Recording and Reporting (Teachers’ Standards Reference(s): TS…………………………….)

Target Area – Mark and monitor pupils’ assigned class work and homework, providing constructive written feedback and setting targets for pupils’ progressObjective – by the end of this task you will have demonstrated that you can mark pupils’ written work and provide written feedback

For one of the classes you teach / observe (e.g. PE theory examination group) ask the mentor to photo-copy a range of students’ work.

Discuss the criteria with your mentor

Using criteria provided by your mentor mark the work and provide written feedback

In the weekly professional learning meeting go over the scripts you have marked with your mentor.

Reflect on the activity noting your level of success and highlighting any aspect you found difficult and would need further professional learning.




37

Activity 24: Physical Education Report Writing (Teachers’ Standards Reference(s): TS…………………………….)

Target Area – Report writing Objective – By the end of this task you should be able to write Physical Education reports to parents using the school and departmental guidelines.

Steps

1. Obtain a copy of the school and department’s policy on reporting pupil progress.2. Ask to see examples of reports to parents3. Gather the following information and discuss it with your mentor.4. What are the main points concerning procedure – e.g. how often are reports written? what

format do they take - tick boxes, statement bank, grades etc.?5. What is reported to parents – e.g. effort; attainment; levels; an overall report or individual

areas of activity?6. What is the evidence base for writing the reports – e.g. teacher recall; register; mark book;

individual pupil record cards?7. Are all key processes reported on – SPA; MAD; EI; CHAL; PMC.8. Using the evidence available write reports for six children in one of the classes you have

taught.

Mentor comments / confirmation that the task has been completed at a satisfactory level



NB. Copies of the reports (without the pupils’ names) should be kept in your school experience file.

38

Section 3: 3a School Experience Timetable

School Experience TimetableIn order to effectively organise school visits, students are requested to use the template below to provide all the necessary information. The form needs to include the contact details indicated

In the timetable we need to have: the lessons and their timings; the year and group being taught; the area of activity being covered (including theory and practical sessions); the room or venue; the teacher who you are working with; and the type of lesson you are undertaking, e.g. collaborative teaching, whole group teaching, observation etc.

The outline is attached, but there is an example below filled in for Monday. It is helpful to have all time periods filled in as this demonstrates the full context of your professional learning, e.g. tutor group, clubs etc. If you are on a ‘two week’ timetable provide a timetable for both weeks with the dates for the rotation clearly marked.

Please upload your completed timetable onto BBL (Journal section) as soon as possible.

Week A: 4.11.13, 18.11.13, 2.12.13, 16.12.13Registration Lesson 1 Lesson 2 Break Lesson 3 Lesson 4 Lunch Registration Lesson 5 Lesson 68.40 8.50 9.40 10.30 10.50 11.40 12.30 13.25 13.30 14.20-

15.10Monday 11B

R BlairRoom: 7

9A Games: netballA ChappellSports HallTeaching

Non Contact

10C GCSE TheoryP BreckonRoom: 23Observation

Weekly Professional Learning Meeting

Gym Club11BR BlairRoom: 7

7F DanceC GowerGymC.Teaching

Non Contact

Week B: 11.11.13, 25.11.13, 9.12.13Registration Lesson 1 Lesson 2 Break Lesson 3 Lesson 4 Lunch Registration Lesson 5 Lesson 68.40 8.50 9.40 10.30 10.50 11.40 12.30 13.25 13.30 14.20-15.10

Monday 11BR BlairRoom: 7

Non Contact

11D GCSE C GowerSports HallTeaching

10C GCSE TheoryP BreckonRoom: 23Observation

Non Contact Gym Club

11BR BlairRoom: 7

8J DanceA ChappellGymC.Teaching

Weekly Professional Learning Meeting

39

Student: Telephone: Email Address: Mentor: Telephone: Email Address: School: Telephone: PCM:

A Week Dates:

Monday

Tuesday

Wednesday

Thursday

Friday

B Week Dates:

Monday

Tuesday

Wednesday

Thursday

Friday

40

Section 3: 3b Lesson Planning Proformas

Level 1 Unit of Work 2013-2014TARGETED ASPECTS OF RANGE AND CONTENT: SELECTED ACTIVITY/ACTIVITIES:

KEY STAGE AND YEAR GROUP: DURATION :

RESOURCES : LANGUAGE FOR LEARNING :

PRIOR LEARNING : NC BIG PICTURE LINKS:

RISK ASSESSMENT: ADDITIONAL ADULT SUPPORT:

INTENDED LEARNING OUTCOMES LEARNING ACTIVITIES

DEVELOPING SKILLS IN PHYSICAL ACTIVITY (SPA)

41

INTENDED LEARNING OUTCOMES LEARNING ACTIVITIES

MAKING AND APPLYING DECISIONS (MAD)

DEVELOPING PHYSICAL AND MENTAL CAPACITY (PMC)

EVALUATING AND IMPROVING (EI)

MAKING INFORMED CHOICES ABOUT HEALTHY AND ACTIVE LIFESTYLES (CHAL)

42

Level 1 Lesson Plan 2013-2014DATE YEAR

GROUP/KSRANGE AND

CONTENT/ACTIVITYLESSON IN UNIT TIME WORKING

AREANO.GIRLS/

BOYSEQUIPMENT REQUIRED

RISK ASSESSMENT ADDITIONAL ADULT SUPPORT

ACTION POINTS FOR YOUR LEARNING WITH REFERENCE TO SPECIFIC TARGETED STANDARD AREAS (refer to action points from the last lesson and/or new Standards identified in your most recent weekly professional learning

record)

ACTION POINTS FROM ASSESSMENT OF SAMPLE OF PUPILS' LEARNING LAST LESSON (refer to your assessment of these pupils at the end of last week’s lesson for these targets or consider new targets for them from the unit of work)

TEACHERS’ STANDARD

AREA

SPECIFIC ASPECT OF TEACHERS’ STANDARD AREA (Try to contextualise the Standard in terms of PE if possible)

NAME OF PUPIL TARGETS FOR INDENTIFIED PUPILS BASED ON YOUR ASSESSMENT OF THEIR RESPONSE TO LAST LESSON’S

ILOS OR MOVING THEM ON IN THE UNIT

SPECIFIC AND ASSESSABLE INTENDED LEARNING OUTOMES - CROSS REFERENCE THESE TO YOUR UNIT ILOS, NUMBER AND ANNOTATE AGAINST YOUR SELECTED PENC KEY PROCESSES FOR THIS LESSON AND WRITE AS 'VERB, CONTEXT QUALITY'

By the end of this lesson pupils will be able to :

NUMBER PROCESS1

2

3

*

43

* Please note, we recommend only focusing on 3 ILOs per lesson but, should a specific instance arise where you would like to link in other key processes, there is space allocated here for you to do so.

Time ILOs Whole Class Learning Activities Learning Points (LPs) – ensure these address all PENC processes identified

in the lesson ILOs

Organisation of Pupils, Equipment, Resources and Space

44

ASSESSMENT OF LEARNING FOR IDENTIFIED SAMPLE OF PUPILS

PUPIL NAMES ILO1 ILO2 ILO3 *(see front

page)

*(see front

page)

ASSESSMENT OF PUPIL LEARNING USING QUALITY WORDS FROM

YOUR ILOS AND LPS

ACTION POINTS FOR INDIVIDUAL PUPIL LEARNING NEXT LESSON. (These should then transfer on the front of your next lesson plan and

inform differentiation next lesson)

ASSESSMENT OF YOUR LEARNING AGAINST IDENTIFIED TEACHERS’ STANDARDS TEACHERS’ STANDARD

AREA

SPECIFIC ASPECT OF TEACHERS’ STANDARD

(Try to contextualise the Standard in terms of PE if possible)

ANALYSIS OF YOUR LEARNING IN THIS SPECIFIC TEACHERS’ STANDARD AREA

TARGETS FOR YOUR LEARNING NEXT WEEK. CROSS REFERENCE TO EXISTING OR NEW

TEACHERS’ STANDARDS (These should then transfer onto the front of your next lesson plan and possibly feed into your next lesson

feedback record and weekly professional learning record)

USE THE SPACE BELOW TO COMMENT ON ANY ASPECTS OF LEARNING IN RELATION TO THE TEACHERS’ STANDARDS IN THIS LESSON WHICH WERE NOT SPECIFICALLY IDENTIFIED IN ADVANCE AND RECORD ANY VERBAL FEEDBACK PROVIDED BY STAFF

45

Level 1 Examination Unit of Work 2013-2014EXAMINATION COURSE: AREA OF STUDY (FROM THE SPECIFICATION):

KEY STAGE/YEAR GROUP: DURATION:

RESOURCES: LANGUAGE FOR LEARNING:

PRIOR LEARNING NC BIG PICTURE LINKS:

RISK ASSESSMENT: ADDITIONAL ADULT SUPPORT:

SPECIFICATION INTENDED LEARNING OUTCOMES LEARNING ACTIVITIES

SPECIFICATION INTENDED LEARNING OUTCOMES LEARNING ACTIVITIES

46

Level 1 Examination Lesson Plan 2013-2014DATE YEAR

GROUP/KSACTIVITY/

SPECIFICATION REF

LESSON IN UNIT TIME WORKING AREA NO.GIRLS/BOYS

EQUIPMENT REQUIRED

ACTION POINTS FOR YOUR LEARNING WITH REFERENCE TO SPECIFIC TARGETED TEACHERS’ STANDARD AREAS (refer to action points from the last lesson and/or new

Standards identified in your most recent weekly professional learning record)

ACTION POINTS FROM ASSESSMENT OF SAMPLE OF PUPILS' LEARNING LAST LESSON (refer to your assessment of these pupils at the end of last

week’s lesson for these targets or consider new targets for them from the unit of work)TEACHERS’ STANDARD

AREA

SPECIFIC ASPECT OF TEACHERS’ STANDARD AREA (Try to contextualise the Standard in terms of PE if possible) NAME OF PUPIL

TARGETS FOR INDENTIFIED PUPILS BASED ON YOUR ASSESSMENT OF THEIR RESPONSE TO LAST LESSON’S

ILOS OR MOVING THEM ON IN THE UNIT

SPECIFIC AND ASSESSABLE INTENDED LEARNING OUTOMES - CROSS REFERENCE THESE TO YOUR EXAMINATION UNIT ILOS, NUMBER AND ANNOTATE AGAINST THE SPECIFICATION AND WRITE AS 'VERB, CONTEXT QUALITY'

By the end of this lesson pupils will be able to :

NUMBER ILO RELATING TO THE SYLLABUS SPECIFICATION

1

2

3**

47


48

Time ILOs Whole Class Learning Activities Learning Points – ensure these address aspects of the specification identified in the

lesson ILOs

Organisation of Pupils, Equipment, Resources and Space

49

ASSESSMENT OF LEARNING FOR IDENTIFIED SAMPLE OF PUPILS

PUPIL NAMES ILO1 ILO2 ILO3 *(see front

page)

*(see front

page)

ASSESSMENT OF PUPIL LEARNING USING QUALITY WORDS FROM

YOUR ILOS AND LPS

ACTION POINTS FOR INDIVIDUAL PUPIL LEARNING NEXT LESSON. (These should then transfer on the front of your next lesson plan and

inform differentiation next lesson)

ASSESSMENT OF YOUR LEARNING AGAINST IDENTIFIED TEACHER’S STANDARDSTEACHERS’ STANDARD

AREA








50

Level 2 and 3 Unit of Work 2013-2014TARGETED ASPECTS OF RANGE AND CONTENT: SELECTED ACTIVITY/ACTIVITIES:

KEY STAGE AND YEAR GROUP : DURATION :

RESOURCES : LANGUAGE FOR LEARNING :

PRIOR LEARNING : NC BIG PICTURE LINKS:

INTENDED LEARNING OUTCOMES LEARNING ACTIVITIES TEACHING AND LEARNING STYLES AND STRATEGIES

DEVELOPING SKILLS IN PHYSICAL ACTIVITY (SPA)

MAKING AND APPLYING DECISIONS (MAD)

51

INTENDED LEARNING OUTCOMES LEARNING ACTIVITIES TEACHING AND LEARNING STYLES AND STRATEGIES

DEVELOPING PHYSICAL AND MENTAL CAPACITY (PMC)

EVALUATING AND IMPROVING (EI)

MAKING INFORMED CHOICES ABOUT HEALTHY AND ACTIVE LIFESTYLES (CHAL)

52


GROUP/KSRANGE AND

CONTENT/ACTIVITYLESSON IN UNIT TIME WORKING AREA NO.GIRLS/



ACTION POINTS FOR YOUR LEARNING WITH REFERENCE TO SPECIFIC TARGETED TEACHERS’ STANDARD AREAS (refer to

action points from the last lesson and/or new Teachers’ Standards identified from your course handbook)

ACTION POINTS FROM ASSESSMENT OF ABILITY GROUPS WITHIN THE CLASS FROM PREVIOUS LESSON (refer to your assessment of these groups at the end of last week’s lesson for these targets or consider new targets for them from the

unit of work) TARGETED TEACHERS’

STANDARD AREA

SPECIFIC ASPECT OF TEACHERS’ STANDARD AREA ABILITY GROUPS USE ACTION POINTS HERE TO INFORM THE DIFFERENTIATED LEARNING ACTIVITIES COLUMN INSIDE THE LESSON PLAN (REFLECT A BALANCE OF PENC KEY

PROCESSES)WORKING TOWARDSWORKING BEYOND

ACHIEVING – USE ACHIEVING GROUP

TO ESTABLISH PITCH OF WHOLE

CLASS ILOS BELOWSPECIFIC AND ASSESSABLE INTENDED LEARNING OUTOMES - CROSS REFERENCE THESE TO YOUR UNIT ILOS, NUMBER AND ANNOTATE AGAINST YOUR SELECTED PENC KEY PROCESSES FOR THIS LESSON AND WRITE AS 'VERB, CONTEXT QUALITY'

By the end of this lesson pupils will be able to :NUMBER PROCESS

1

2

3

*

53


Time ILOs Whole Class Learning Activities

Differentiated Learning Activities for Ability Groups

Learning Points – ensure these address all PENC

processes identified in the lesson ILOs

Organisation of Pupils, Equipment, Resources

and Space

Teaching Styles and Strategies

54

ASSESSMENT OF LEARNING FOR ABILITY GROUP SAMPLE

ABILITY GROUP

ILO1 ILO2 ILO3*

(see front page)

*(see front

page)

ASSESSMENT OF ABILITY GROUP LEARNING USING QUALITY WORDS

FROM YOUR ILOS AND LPS

ACTION POINTS FOR ABILITY GROUP FOR FUTURE LEARNING. USE TO INFORM

DIFFERENTIATED LEARNING ACTIVITIES COLUMN NEXT LESSON

WORKING TOWARDS

WORKING BEYOND

ACHIEVING


AREA

SPECIFIC ASPECT OF TEACHERS’ STANDARD(Try to contextualise the Standard in terms of

PE if possible)

ANALYSIS OF YOUR LEARNING IN THIS TEACHERS’ STANDARD AREA


TEACHERS’ STANDARDS(These should then transfer onto the front of your next lesson plan

USE THE SPACE BELOW TO COMMENT ON ANY ASPECTS OF LEARNING IN RELATION TO THE TEACHERS’ STANDARDS IN THIS LESSON WHICH WERE NOT SPECIFICALLY IDENTIFIED IN ADVANCE AND RECORD AY VERBAL FEEDBACK PROVIDED BY STAFF

55


GROUP/KSRANGE AND

CONTENT/ACTIVITYLESSON IN UNIT TIME WORKING AREA NO.GIRLS/



ACTION POINTS FROM ASSESSMENT OF WHOLE CLASS LEARNING LAST LESSON

ACTION POINTS FROM ASSESSMENT OF SAMPLE OF PUPILS' LEARNING LAST LESSON

PENC KEY PROCESSES

KEY WORDS FOR THIS WEEK'S ILOS - REFER TO LAST WEEK'S ASSESSMENT DATA AND USE THESE TO INFORM YOUR ILOS IN THE

SECTION BELOW AND YOUR LPS INSIDE THIS PLANNAME OF PUPIL

DIFFERENTIATION REQUIRED FOR THIS LESSON - REFER TO LAST WEEK'S ASSESSMENT DATA AND USE TO INFORM

DIFFERENTIATED LEARNING ACTIVITIES COLUMN INSIDE PLAN

*(see below)

*(see below)SPECIFIC AND ASSESSABLE INTENDED LEARNING OUTOMES - CROSS REFERENCE THESE TO YOUR UNIT ILOS, NUMBER AND ANNOTATE

AGAINST YOUR SELECTED PENC KEY PROCESSES FOR THIS LESSON AND WRITE AS 'VERB, CONTEXT QUALITY'By the end of this lesson pupils will be able to :

NUMBER PROCESS1

2

3

** Please note, we recommend only focusing on 3 ILOs per lesson but, should a specific instance arise where you would like to link in other key processes, there is space allocated here for you to do so.Time ILOs Whole Class Learning Differentiated Learning Points – ensure Organisation of Pupils, Teaching Styles

56

Activities learning activities for individuals and/or

ability groups

these address all PENC processes identified in the

lesson ILOs

Equipment, Resources and Space

and Strategies

57

ASSESSMENT OF WHOLE CLASS LEARNINGILO NO. AND

KEY PROCESS*

(see front page)

*(see front page)

KEY WORDS FROM THIS

LESSON'S ILOS AND LPS

ASSESSMENT OF WHOLE

CLASS LEARNING

USING ABOVE KEY WORDS FROM THIS


ABILITY GRP WT ACH WB WT ACH WB WT ACH WB WT ACH WB WT ACH WBAPPROX % OF

PUPILSKEY WORDS FOR NEXT

LESSON'S ILOSASSESSMENT OF LEARNING AGAINST ILOS FOR IDENTIFIED SAMPLE OF PUPILS

PUPIL NAME ILO 1 ILO 2 ILO 3*

(see front page)

*(see front

page)

ASSESSMENT OF PUPIL LEARNING USING IDENTIFIED KEY WORDS FROM THIS LESSON

ACTION POINTS FOR LEARNING NEXT LESSON. USE TO INFORM NEXT LESSON’S

DIFFERENTIATION

EVALUATION OF YOUR LEARNING AGAINST TEACHERS’ STANDARDS DETAILED ON LESSON FEEDBACK RECORD

58

Level 2 and 3 Examination Unit of Work 2013-2014Examination Course: Area of Study (from the Specification):

Key stage/Year Group: Duration:

Resources: Language For Learning:

Prior Learning: NC big picture links:

SPECIFICATION INTENDED LEARNING OUTCOMES

LEARNING ACTIVITIES TEACHING AND LEARNING STYLES AND STRATEGIES

SYLLABUS/SPECIFICATIONINTENDED LEARNING OUTCOMES

LEARNING ACTIVITIES TEACHING AND LEARNING STYLES AND STRATEGIES

59


GROUP/KSACTIVITY/

SPECIFICATION REF

LESSON IN UNIT

TIME WORKING AREA

NO.GIRLS/BOYS

EQUIPMENT REQUIRED


ACTION POINTS FOR YOUR LEARNING WITH REFERENCE TO SPECIFIC TARGETED TEACHERS’ STANDARD AREAS (refer to

action points from the last lesson and/or new Teachers’ Standards identified in your most recent weekly professional

learning record)

ACTION POINTS FROM ASSESSMENT OF ABILITY GROUPS WITHIN THE CLASS FROM PREVIOUS LESSON (refer to your assessment of these groups at the end of last week’s lesson for these targets or consider new targets for them from the

unit of work) TEACHERS’ STANDARD

AREASPECIFIC ASPECT OF TEACHERS’ STANDARD (Try to contextualise

the Teachers’ Standard in terms of PE if possible)ABILITY GROUPS

USE ACTION POINTS HERE TO INFORM THE DIFFERENTIATED LEARNING ACTIVITIES COLUMN

INSIDE THE LESSON PLAN WORKING TOWARDS

WORKING BEYOND

ACHIEVING–USE ACHIEVING GROUP TO ESTABLISH PITCH

OF WHOLE CLASS ILOS BELOW


By the end of this lesson pupils will be able to :NUMBER ILO RELATING TO THE SYLLABUS SPECIFICATION

1

2

3

*

60

Please note, we recommend only focusing on 3 ILOs per lesson but, should a specific instance arise where you would like to link in with other aspects of the syllabus, there is space allocated here for you to do so

61


Differentiated learning activities for individuals

and/or ability groups

Learning Points – ensure these address aspects of the specification identified in the

lesson ILOs

Organisation of Pupils, Equipment,

Resources and Space

62

ASSESSMENT OF LEARNING FOR ABILITY GROUP SAMPLE

ABILITY GROUP

ILO1 ILO2 ILO3*

(see front page)

*(see front

page)

ASSESSMENT OF ABILITY GROUP LEARNING USING QUALITY WORDS

FROM YOUR ILOS AND LPS

ACTION POINTS FOR ABILITY GROUP FOR FUTURE LEARNING. USE TO INFORM

DIFFERENTIATED LEARNING ACTIVITIES COLUMN NEXT LESSON


AREA








63


GROUP/KSACTIVITY/

SPECIFICATION REFLESSON IN UNIT TIME WORKING AREA NO.GIRLS/



ACTION POINTS FROM ASSESSMENT OF WHOLE CLASS LEARNING LAST LESSON

ACTION POINTS FROM ASSESSMENT OF SAMPLE OF PUPILS' LEARNING LAST LESSON

KEY WORDS FOR THIS WEEK'S ILOS - REFER TO LAST WEEK'S ASSESSMENT DATA AND USE THESE TO INFORM YOUR ILOS IN THE SECTION BELOW AND YOUR LPS INSIDE THIS PLAN PENC KEY PROCESSES

KEY WORDS FOR THIS WEEK'S ILOS - REFER TO LAST WEEK'S ASSESSMENT DATA AND USE THESE TO INFORM YOUR ILOS IN

THE SECTION BELOW AND YOUR LPS INSIDE THIS PLAN

*(see below)

*(see below)


By the end of this lesson pupils will be able to :NUMBER ILO RELATING TO THE SYLLABUS SPECIFICATION

1

2

3

*Please note, we recommend only focusing on 3 ILOs per lesson but, should a specific instance arise where you would like to link in with other aspects of the syllabus, there is space allocated here for you to do so.

64


Differentiated Learning Activities

Learning Points – ensure these address aspects of the specification identified in the

lesson ILOs

Organisation of Pupils, Equipment, Resources

Teaching Styles and Strategies

65

ASSESSMENT OF WHOLE CLASS LEARNINGILO NO. *

(see front page)

*(see front page)

KEY WORDS FROM THIS


ASSESSMENT OF WHOLE

CLASS LEARNING

USING ABOVE KEY WORDS FROM THIS


ABILITY GRP WT ACH WB WT ACH WB WT ACH WB WT ACH WB WT ACH WBAPPROX % OF

PUPILSKEY WORDS FOR NEXT

LESSON'S ILOSASSESSMENT OF LEARNING AGAINST ILOS FOR IDENTIFIED SAMPLE OF PUPILS

PUPIL NAME ILO 1 ILO 2 ILO 3*

(see front page)

*(see front

page)

ASSESSMENT OF PUPIL LEARNING USING IDENTIFIED KEY WORDS FROMFOR THIS

LESSON

ACTION POINTS FOR LEARNING NEXT LESSON. USE TO INFORM NEXT LESSON’S

DIFFERENTIATION

EVALUATION OF YOUR LEARNING AGAINST TEACHERS’ STANDARDS DETAILED ON LESSON FEEDBACK RECORD

66

· web viewput all the handouts, overheads etc. into a resource pack for the topic and give a copy...

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