2016 Conference - Life after levels: assessing the whole child in primary PE
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This document discusses assessing students in primary physical education (PE) in a holistic way after the removal of national curriculum levels. It explores assessable outcomes in PE that consider the whole child. Teachers split into groups to discuss how PE activities could develop both physical and non-physical skills and how those outcomes could be assessed. The document presents one school's curriculum map, assessment criteria, and use of the Skills2Achieve online resource to systematically plan, measure, and record students' physical literacy development in PE. Teachers are asked to reflect on adapting these ideas for their own schools.
2016 Conference - Life after levels: assessing the whole child in primary PE
- 2. Life after Levels: Assessing the whole child in primary PE Hannah Vecchione Director of PE and Sport/specialist Leader of Education St John's RCPS Sue Cook Programme Manager, Youth Sport Trust
- 3. Life after Levels: Assessing the whole child in primary PE In this session, we will: • Explore assessable outcomes in and through PE in a primary setting; • Consider how to develop an assessment system for your school with the learner at the heart
- 4. “Sport…. Teaches our children how to rise to a challenge, nurturing the character and discipline that will help them to get on in life. It encourages us all to lead healthier and more active lives. It is good for our economy ….. and it is good for society too. PM David Cameron Sporting Future: A New Strategy for an Active Nation. December 2015
- 5. So……the question is how?
- 6. So……the question is how?
- 7. Over to you…… • Split into 2 groups • Each group select: • One of the activities (with its learning outcome); • 2 of the other ‘I can..’ statements In your group, discuss: •How could you deliver your activity to develop or show the non-physical ‘I can…’ statement as well as the ‘physical’?; •What would you expect to see, or what questions would you ask to enable you to assess these outcomes?
- 8. Assessing the Whole Child A School’s Perspective Hannah Vecchione St John’s RC Primary School Manchester
- 9. Image Fundamentals FMS, ABC What Context? What Purpose? What Celebration? What Outcome? Stability Locomotion Object Control Balancing Coordination Agility Games Dance Gymnastics Outdoor and Adventurous Activities Athletics Swimming Intelligent players Competing against self and others Creative performers Performing to audiences Determined participants Overcoming challenges Achieving personal bests Inter, intra school festivals, tournaments, competitions Performances Shows, Productions to audiences Personal satisfaction Choosing to engage in physical activity at school and in daily life Developing a rich, engaging school curriculum
- 10. • Skills posters – what skills and competencies would we like the children to leave us with? • Curriculum map – to ensure breadth • Objectives overviews – to give a guide for progression • Plans for each year group in FMS/gymnastics, FMS/dance, FMS/games, FMS/ athletics, FMS OAA for the half term as a guide • Detailed Assessment Criteria • Assessment Overview for each year group • Skills 2 Achieve What Did We Do?
- 11. What Did We Do?
- 12. Skills2Achieve Think about our earlier discussion…. Skills2Achieve can help us plan for, measure (and record) outcomes: www.skills2achieve.org Slide 18
- 13. Skills2Achieve Detailed Content ……. 5 Sub-Themes 3 ‘steps’ Theme www.skills2achieve.org
- 14. Skills2Achieve Pupil Logbook encouraging self and peer review www.skills2achieve.org
- 17. Skills2Achieve Schools and pupils can add clubs and interests in school and at home And in addition ...... And keep club registers And use this to help track sport premium impactgiving a full profile of their physical literacy journey www.skills2achieve.org
- 18. Skills2Achieve For more information visit: www.skills2achieve.org or visit the Skills2Achieve stand in the exhibition hall
- 19. • What will work for your school? • What will need to be changed/adapted? • How will you share the information with your staff? • How will you give them the planning? • What is your current assessment method? • How will you record your assessments in PE? • What work do you need to do? Action plan? What now?
Editor's Notes
- #5: Refer back to the ‘gingerbread’ comments – physical skills but also personal qualities and attitudes we want to foster
- #6: Let’s be clear on assessment. We are focused on assessment FOR learning – an ongoing process of improvement and development. Testing, recording and reporting are part of that process – but at the heart of what we are doing are the learners – where they are; where they are going (refer to flip charts), what journey they will take and how will we (and they/ their families) know that they are progressing
- #7: And it’s not a ‘one size fits all’ process. Refer to the flipcharts – there are lots of things that we want to achieve, or claim that we achieve in and through PE – but how many of them are by consequence; how many are actually planned for? And how do we value, measure, assess them? For example, how/ do we value the child who does not perform well physically, but really understands what they are trying to achieve (like me in volleyball!); or the one that finds solutions; supports others; always joins in and tries – even when they find it difficult
- #8: We’re going to explore an approach that might help you to plan for, value and assess individual development within a physical context and at the same time ensure an 80:20 split as expected by OFSTED. Envelopes contain learning outcomes in the form of ‘I can…’ statements for 2 activities; 2 activity cards (one for each ‘outcome’) and 4 other ‘I can…’ statements (all taken from Skills2Achieve). After this task, Hannah will go through an approach that she is using at her school in Manchester.
- #13: To help this we have – click to detailed content (NB – depending on time; allow at least 5 mins for final slide/ action planning – pref 7-10)
- #14: Healthy, Social, Thinking, Physical Me – and children can log their own progress in their – log books
- #15: And a pupil access. Pupil profiles are generated…
- #16: Showing their strengths in each theme and areas for development.
- #17: And progress over time can be tracked and compared by gender, ethnicity, PP and SEN/D
- #18: You can even use it to keep club registers and children can record activities out of school. Lite version available after Easter – visit stand. Also looking at a secondary Skills Passport – support transition (pilot next term)
- #20: Think about your own school situation. What will you take away for your school? What has been most/ least useful? Feedback sheet on way out.