Outstanding P.E.

&

Assessment For Learning

To understand the features of an outstanding P.E. lesson.

To explore what an ‘outstanding’ P.E. lesson looks like.

To take a closer look at Assessment for Learning (AFL) in P.E. and understand the impact effective AFL can have on the learning outcomes in your lessons.

Aims and Objectives:

P.E. National Curriculum

How well do you know the P.E. Curriculum?

• In your groups on your table, write down what you

think makes an outstanding P.E. lesson.

Consider:

• The learners

• The teacher

• Doing

• Thinking

• Feeling

Outstanding P.E.

What is it?

• Look at these clips of a Year 5 group of children.

• This is sequence of learning 2 of an invasion unit,

focusing on passing and moving and the decision

making process around where to pass and why.

• Make notes on what you see compared to your

ideas on what makes an outstanding P.E. lesson.

Outstanding P.E.

Learner and Teacher Focus

• On your tables/in your groups focus on a few key

features/thoughts.

• Lets then collate these thoughts.

So what were your thoughts?

• Now look at these clips of a Year 5 group of children.

• This is again suggested sequence of learning 2 of an

invasion unit focusing on passing and moving and the

decision making process around where to pass and

why.

• Make notes on what you see compared to your ideas

on what makes an outstanding P.E. lesson and

compared to your notes from the previous set of clips.

Outstanding P.E.

Learner and Teacher Focus

• On your tables/in your groups focus on a few key

features/thoughts.

• Collate your ideas together.

So what were your differences?

• Progress

• Pupils need to know what they are learning.

• Differentiation – task and outcome.

• Quality questioning and feedback – mini plenaries

• Pace

• Engagement

When we consider the differences between the two there were many factors not as strong in the first compared to the second…

• What is assessment for learning?

• The important thing to remember is that teachers are

intervening as a result of assessment of information to improve

all pupils performance.

• Assessment is at the heart of learning and teaching.

• It is about assessing progress, and feeding back the outcomes

of that assessment positively and constructively to:

• Agree actions to help the learner improve

• Adapt teaching methods to meet the learner’s identified needs.

Sometimes called ‘formative assessment.’ It is assessment as

learning is happening.

Assessment For Learning:

A Closer Look

• Inspire and motivate

• Are well planned and organised

• Give feedback that impacts on the learning

immediately

• Know where their learners are and where they need to

get them to

• Have excellent subject knowledge

Outstanding teachers…

• In P.E. AFL is our way of marking.

• If we mark a child’s work and give ticks or crosses what are

they learning? If we simply say good or well done in P.E. as

a child works, what are they learning?

• Quality marking by giving children next steps and praising

the strengths so far will improve learning.

• In P.E. this looks like “ Fantastic pass into space Jack!”

“Jack stop and look. Where is the space? (child identifies)

Now try that pass again into that space”. “Why was that a

good choice Jack?” or “why was that an ineffective pass

Jack? What is the consequence in the game if we do that?”

Assessment For Learning

These are the communication tools that teachers need to

constantly be seeking to improve:

• Electing information through questioning and dialogue

• Providing feedback with emphasis on how to improve

• Helping learners understand quality criteria

• Peer and self assessment (which incorporates 1-3)

Four types of action associated with AFL

• Improve learning

• Raise achievement

• Increase student motivation to learn

• Clear indication of progress and attainment

• Effective planning for next stage of learning

Why is it vital to use effective AFL?

• We are going to show you a series of lesson clips that

show children working at emerging, expected and

exceeding standards.

Your job is to think about what you would now say or do

to intervene and improve pupil performance.

Consider the following:

What would you be saying as they worked?

When would you stop them?

What would you then say/do to move the learning on?

Assessment For Learning: Task

Thank You!