1. List as many faults as you can see…2. Choose the 3 biggest…3. Explain how you would ‘fix’ them…

Independent Progress & Planning: Are you differentiating effectively? Are your pupils making progress?

Phil Mace Head of PE

Hannah Rochester Assistant Head of PE

The Streetly Academy @MrMacePE @StreetlyPE

Outcomes:

To take away a range of strategies in order to enable systematic independent differentiation.

•“Astute planning; challenging tasks based on systematic, accurate assessment.”

Ofsted 2012

1. List as many faults as you can see…2. Choose the 3 biggest…3. Explain how you would ‘fix’ them…

Differentiated starters

• Pre-expose the purpose… • Crazy paving – linked sides must have links • 5-3-1- quality from quantity (describe- explain- justify)• What’s the question?- the answer is …..• Find faults and fix• Can you link ….. and …. In five steps? • What’s the very best question? • What have you forgotten to do? • What else do you have, that nobody else has?’

Can be less explicit…

The Streetly AcademyA Specialist Sports College

Our journey from Satisfactory (Dec 2009) to Outstanding (Nov 2012)

School Ethos Values & Achievement

PRIDE

Our Olympic legacy, seeing students exhibiting the Olympic & Paralympic values everyday in school.

T

& Rewards

Every time a student exhibits any of the 5 PRIDE values within lessons they receive a positive Sleuth Point (Reward point) by their teacher.

This has seen an increase in progress and attainment as a result of positive rewards linked to our Olympic & Paralympic values.

Inter form competitions take place in order to instill competition between forms.

& Rewards (Sleuth)

Moving towards Linear Progression in PE.

Problem

Unit 1 – Badminton – 5bUnit 2 – Gymnastics – 5cUnit 3 – Football – 6cUnit 4 – Swimming – 4bUnit 5 – Athletics – 5aUnit 6 – Cricket – 5c

PRIDE in PE (Levels)

Level 4 Pupils link skills, techniques and ideas and apply them accurately and appropriately. When performing, they show precision, control and fluency. They show that they understand tactics and composition. They compare and comment on skills, techniques and ideas used in their own and others’ work, and use this understanding to improve their performance. They explain and apply basic safety principles when preparing for exercise. They describe how exercise affects their bodies, and why regular, safe activity is good for their health and wellbeing. They work with others to plan and lead simple practices and activities for themselves and others.

“

in PE

Broke down level descriptor in to sections....

…and matched against whole school reward system.

in PE

& Learning objectives

Learning objectives integral to progress and planning

An overarching objective from Pride will be covered over a series of lessons.

Objective: Be able to perform and adapt skills accurately in Badminton.

Outcomes Towards: Be able to perform an overhead clear in a practice. At: Be able to perform it accurately in a rally. Beyond: Be able to outwit my opponent showing deception in a

rally.

& Assessment

& Assessment

& Planning independence

Tracking progress of individual skills of a broad and balanced curriculum has led to us being able to plan independent tasks and targets better, as we know what students can do and need to improve on in order to maximise progress.

Not everyone will achieve their target grade in ‘Developing Skills’, however they might in ‘Evaluating’ or ‘Teamwork’

in PE

& Collaboration

By using Google Drive staff are able to assess and collaborate in the planning of units (where groups are shared).http://goo.gl/wxo3W1

We are moving forward with a new whole school assessment and monitoring web based system…

www.go4schools.com

Which will help us cross moderate and highlight under performance and plan intervention earlier.

& Core Tasks

Different targets…

P21: can select, combine and adapt advanced skills accurately and appropriately (level 7)

I10: can modify tactics and routines with originality (level 7)

R11: Able to use imagination to overcome challenges and solve problems (level 6)

Grouping Rationale

• Ability… • Mixed groups…

Learning Objective: Shows understanding and application of strategy and tactics.

Towards: Can sometimes ‘get free’ into space when attacking and ‘close down’ space when defending.At: Can effectively develop space when attacking and close space when defending play. Beyond: Can effectively develop and close space to create both attacking and defending opportunities.

Example:

Differentiated questioning …

LA: Which colour do you think you achieved? Were you able to ‘get free’ to receive a pass? How did you do this?  MA: Explain you use of creation of space in a game.  HA: Discuss your success when attacking

https://www.youtube.com/watch?v=c7xfqf6JbqY

Links to literacy… what will your students be learning in English?

What could the one higher order question have been?

Effective questioning

Dishes and Domes:

You will need 2 teams- one making dishes and one making domes. Play for 30 sec, count the number of dishes and domes- work out the winner.

Dynamic Stretches

1. Mirror your partner

In partners, label selves A and B. For 30 seconds B copies A, who moves from side-to-side, front and back etc.

Then A copies B for 30 sec.

2. A vs B

A becomes a defender and has to stop B from getting to the line.

Then switch over B now stops A from getting to line.

Repeat a number of times.

Dynamic stretches

Dynamic stretches

Treasure Chest:

In partners, label selves A and B. A starts as attacker trying to make it to the treasure chest in the middle, whilst B defends using their body.

B then becomes attacker trying to make it to the middle, whilst A is defender.

Repeat a number of times.

Blue Group Challenge: How can you use these words to complete the two sentences about tactical play in you game?  When attacking we need to use …………………………………………………………………………… moving …………………………………………………… to …………………………………………….. and receive the ball.  When defending we need to use ……………………………………………………………………………………. to …………………………………………………………………… and …………………………….. opponent. Now apply it.

make space smaller into space change of speed and direction mark get free change of speed and direction

Yellow Group: Challenge: Attackers- Create one sequence of passes you could use to get successfully close to the goal to shoot. Defenders- how will you defend against it?

Green Group: Challenge: Create three ways you can pass the ball from the edge of the circle to get a shot close to the goal.

Here is one idea: ……..

Independent learning tasks

An overview of the whole lesson

whole lesson

Tasks

1.Creation of differentiated tasks

2.Developing an APP style assessment criteria.

Mini plenary

• PRIDE values- what is department ethos and what do you expect from pupils working at different levels?

• How will you record progress and ensure that learning is progressive.

• How do you structure units of work- core tasks?• Within each lesson, what would you expect to

see as differentiation? • Any questions?

Reflection and future planning

To summarise …

To summarise…