1 / 16

The Specialism & Communications

Raising English achievement through PE Matt Barratt Jane Elam. The Specialism & Communications. 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 ”

nikita
Télécharger la présentation

The Specialism & Communications

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Raising English achievement through PE Matt Barratt Jane Elam The Specialism & Communications

  2. 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…. • Whole School 46% A*-C PE 44% A*-C (None core subject))English 47% A*-C • Whole School- 73% A*-C PE 92% A*-C (50% A*-A)English 70% A*-C • 2006 – 9 15th Most improved school nationally

  3. 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 Image area

  4. The format The process • 3 week programme • Ran in both core PE and English lessons • Additional time gained when staff free • Tea & biscuits! • 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 barriers • Very receptive staff but there were issues about: • Bloody PE again….. • What do they know about English? • What do I know about sport?

  5. Then... THE PROJECT AQA English Language • 20% of final GCSE • 3 tasks: • Extended individual contribution • Drama-based activity • Discussion activity

  6. 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? Image area

  7. Being the manager Part 2 Drama-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! Image area Michael Collins scoring for Huddersfield Town against Chelsea in the FA Cup

  8. 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

  9. The impact 20 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*-C 2007- 53% 2008-66%2009-70%

  10. 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

  11. 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 writing Poetry Sport based research projects

  12. 2009-10 Where we are now? Y7 PE: Sport Education Football English: Report writing and History of Sport Project ICT: Team programme design Organisational Points: All deliver at same time Same “team” in all lessons

  13. 2009-10 Where we are now? Y8 PE: Sport Education Football English: Poetry – Poet in residence / targeted intervention ICT: Web page design programme design Organisational Points: All deliver at same time Same “team” in all lessons

  14. 2009-10 Where we are now? Y9/10/11 English Language Project: Targeted groups (sport specific) Organisational Points: Use of PE staff / lessons / former pupils Assess through Sports Leadership

  15. Evidencing Impact • 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 • Soft data • Asking the pupils • Actually addressing PLT’s • “It’s how I like my lessons”

  16. 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 groups Series of presentations and optionalbriefs 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

More Related