the specialism & communications raising english achievement through pe matt barrattjane elam
Post on 29-Dec-2015
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The School Situated in Calderdale – a selective LA
Specialist Sports College since 2001
KS3 PE – 2 hours per week
KS4 PE – 4 hours per week
PE now a “Core Subject”
An improving picture….2005 Whole School 46% A*-C
PE 44% A*-C (None core subject)) English 47% A*-C
2009 Whole School- 73% A*-C PE 92% A*-C (50% A*-A) English 70% A*-C
2006 – 9 15th Most improved school nationally
Starting point• Ofsted 2007 said: ‘PE outstanding’…
• …but no impact across whole school!
The challenge• Raise achievement in English through
the Sports Specialism
How?• Target overachieving PE students who
are underachieving in English
• Ensure School maximises potential in “at risk” students
• Based on FFT predicted grades and internal tracking data
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• Consultation with Faculty leader, identify target groups, cross reference of data
• Closed project with clear boundaries for measuring impact.
• Relevant to pupils’ interests and expands on their knowledge base.
The process
The barriers• Very receptive staff but there were issues about:
• Bloody PE again…..
• What do they know about English?
• What do I know about sport?
• 3 week programme
• Ran in both core PE and English lessons
• Additional time gained when staff free
• Tea & biscuits!
The format
Then...
THE PROJECT
AQA English Language
• 20% of final GCSE
• 3 tasks:
• Extended individual contribution
• Drama-based activity
• Discussion activity
Part 1
Extended individual contribution
• Research and presentation on their greatest Briton
• Initial presentation by me (the one in the white t shirt!!!)
• Pupils, using mark scheme, grade presentation, and justify marks, why did it score highly?
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Part 2Drama-based contribution
(role play)
• Honest discussion from former pupil Michael Collins about being dropped from team despite being Player of Year previously.
• Feelings, emotions, manner of manager, evidence to support decision
• Pupils dropped the PE teachers…. And enjoyed it far too much!
Being the manager
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Michael Collins scoring for Huddersfield Town against Chelsea in the FA Cup
Part 3
The debate…..• Pupils given the opportunity to spend £1000
of departmental money
• Range of scenarios given from new kit for the staff, new equipment for teams, equipment for lunchtime use , to trophies for Sports Presentation Evening
• Pupils required to debate the issues, present and justify their top 3 suggestions
• Expanded-
• As a school core subject we should remove core PE for more theory qualifications
The impact20 pupils
FFT D Predicted A*-C – 36%FFT D Actual A*- C – 92%
Speaking & Listening
Coursework Grades
100% A*-A
A* – 50%
A – 50%
Overall GCSE English Grades
A – 16%
B – 25%
C – 51%
D – 8%
GCSE English A*-C2007- 53% 2008-66% 2009-70%
Next steps... Exact same programme launched to all Y9
Issues: Changes too big: one size does not fit all
Lost the focused impact
Issues: Needed to be small focus groups
Where did we go next? Y7 & 8 Sport Education & English
Making the link
Brief: To develop the learning processes in the new English curriculum
• REAL audiences, REAL purposes
Reality: 6 week joint unit of work
What's played on the field is reported in the classroom.
Pupils work in same teams in both lessons
Developing: Report writingPoetrySport based research projects
2009-10Where we are now?Y7 PE: Sport Education Football
English: Report writing and History of Sport ProjectICT: Team programme design
Organisational Points: All deliver at same timeSame “team” in all lessons
2009-10Where we are now?Y8 PE: Sport Education Football
English: Poetry – Poet in residence / targeted interventionICT: Web page design programme design
Organisational Points: All deliver at same timeSame “team” in all lessons
2009-10Where we are now?
Y9/10/11English Language Project: Targeted groups (sport specific)
Organisational Points: Use of PE staff / lessons / former pupilsAssess through Sports Leadership
Soft data
Asking the pupils Actually addressing PLT’s “It’s how I like my lessons”
The hard stuff
Use the KS3 s.o.w with target groups and check assessment data against achievement in whole year assessment activities
KS4 targeted intervention
Demonstrable impact against targeted groups, G and T PE/ English C-D borderline etc
Evidencing Impact
2009-10 English - Where else are we going?
Sports Journalism Awards
Level 1- Key Stage 3 Level 2 – Key Stage 4 Level 3 – Key Stage 5
“Y14 Students” entering Sports Journalism to Edit Paper
Year 9: Discursive /Argumentative Writing – target groupsSeries of presentations and optional briefs including:- Drugs in Sport- Football Hooliganism - Gamesmanship- Racism
Year 10: Spoken language unit (new AQA GCSE)Currently being written for controlled assessment to incorporate the language of sports commentators for the ‘occupational language’ option
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