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Lancashire Physical Education Scheme of Work 2008

Lancashire Physical Education Scheme of Work 2008. Objectives. To understand the philosophy behind the scheme of work and what a core task is To understand the progressions that lead to a core task using the scheme and the TOPS cards. To be able to adapt the scheme of work.

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Lancashire Physical Education Scheme of Work 2008

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  1. Lancashire Physical Education Scheme of Work 2008

  2. Objectives • To understand the philosophy behind the scheme of work and what a core task is • To understand the progressions that lead to a core task using the scheme and the TOPS cards. • To be able to adapt the scheme of work. • To understand how to assess children by using the scheme of work

  3. Activity or learning in PE? In pursuit of high quality PE, Primary Link Teachers (subject leaders in primary schools who are involved with school sport partnership) should be looking more closely at the quality of learning in lessons and asking ‘Are children learning from the activity?’ Few would disagree that activity is important especially with the health agenda, but if every child is to matter and have access to learning, then PE lessons need to be about more than just activity and particular sports. Lessons should not be planned around a series of activities that fill the time without considering the process and whether it offered opportunities for learning. This issue has also been identified in annual primary subject inspection reports

  4. The Philosophy of the new scheme • Uses Motor Development as the basis of the Scheme of Work from Foundation Stage • Uses QCA Core Tasks as what children should be able to do at the end of a unit. These are flexible and can be adapted to meet the needs of the learners. • Each unit of work in the scheme has a series of progressions that lead to the core task. These progressions use the TOPS cards to help the teacher deliver the sessions. • Each progression has success criteria and expectations for the end of that progression that can be used for assessment for learning. • At the end of each unit the teacher can use the core tasks to assess the children against N.C levels.

  5. What are core tasks? Core Tasks have been designed to give pupils an opportunity to use what they have learnt through the unit in an authentic context that is suitably challenging for their age and ability. Core tasks: • are activity-based challenges • represent a complete piece of work for pupils to achieve • give pupils a clear picture of what they are aiming for • are designed to match the physical, mental and emotional maturity of the majority of pupils in an age group and provide a link with expectations pitched around a particular level • grow in difficulty and complexity as pupils make progress • build on one another across units of work, and within and between years • enable pupils’ progress to be recognised and validated.

  6. Each core task focuses on the four aspects of knowledge, skills and understanding identified in the programmes of study for PE: • acquiring and developing skills • selecting and applying skills, tactics and compositional ideas • evaluating and improving performance • knowledge and understanding of fitness and health. The aspects are linked and all need to be developed in order to perform a core task well. The third aspect – evaluating and improving performance – takes into account the relationship between the other three aspects and the impact they have on performance.

  7. How to use the Scheme to Plan a Unit of Work • Start with the Core Task and the Medium Term Plan . • Use and develop the series of six progressions that lead to the core task through the four strands • What TOPS resources support the progressions? • Deliver the first session, evaluate, then adapt, review and plan for the next progression. • Assess the core task at the end of the unit – pass on to next teacher

  8. Invasion Games – Year 4 – Core Task 1 • QCA Core Task 1 • The aim of the game is to pass the ball to a nominated player in the end zone of the pitch. • Play the game four against two and then four against three. • Play on a pitch that is about 10m X 20m – the end zones should be about 1m wide, running the width of the pitch. • Use netball, basketball, football or hockey equipment and techniques. • To score points, the ball has to be passed to, and stopped by, a player who has been nominated to receive the ball in the end zone. • This player can move anywhere on the pitch, but must be in the end zone to receive the ball, and then shoot to score a ‘goal’. • The goals can be hoops, nets, posts, etc. • After every goal, the team that did not score takes a free pass from its back line. • If the ball goes out, the opposition throws in from where the ball went out. • Adaptations and variations on the task • Ask the children to: • Start by using throwing and catching techniques with no travelling. Later introduce travelling by bouncing the ball • Use non-typical equipment and rules, eg a frisbee, a bat tohit the ball to a team-mate who catches the ball • Play on a court that is wider or longer • Try playing on a pitch that is longer than it is wide • Practise shooting, eg into a hoop, when they get the ball in the end zone • Play in smaller teams, eg three against one, three against two • Play in slightly larger teams (if they are more able children)

  9. Mixed Age Planning • Each year group uses their own core task. • Lesson progressions have activities for Y1 and Y2 on the same sheet

  10. Key Stage 1 Core Tasks – mixed age planning Games – Year 1/2 QCA Core Task 1 • The aim of the core task Ten point Hoops (Y1) is to throw beanbags into your opponent’s hoop to score points. • Pupils work in pairs with 5 bean bags, 2 hoops, 1 skipping rope. Set up playing area. • A stands in the half with 2 hoops, B stand in the other half with the 5 bean bags. • B throws the bean bags one at a time, aiming for either of the hoops. B is allowed to move around their area and throw when they are ready. • A tries to stop the beanbag getting into the hoop. • If B is successful they score 2 points per bean bag, maximum of 10 points. After B has had 5 attempts at throwing, players swap over. A tries to beat B’s score. • To make it easier the defender can’t move to stop the beanbags Piggy in the Middle Core Task (Y2) • The pupils work in groups of four, with three attackers and one defender. • The attackers pass the ball between them – the person with the ball must stand still but the others can move around. • The defender tries to intercept the ball without touching any of the attackers. • The attackers score one point for each pass they make and the aim of the game is to score as many points as possible in the time. • If they drop the ball or the defender intercepts they start counting points again. • Each team plays for X mins before swapping roles

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