Teaching & Learning

Page Contents:

•      General Teaching Approaches
•      Spiritual, Moral, Social & Cultural [SMSC] + British Values
•      Health & Safety Considerations
•      Embedding Cross-Curricular Links
•      Marking Guidance [Theoretical Lessons]


General Teaching Approaches

During the delivery of PE lessons teachers will:

•      Engage pupils in learning mainly through physical activity in every lesson.
•      Use warm-up and cool-down activities that help pupils to remember and reflect on previous work and prepare them for what they will learn next. NB: pupils will be encouraged to lead themselves and others in warm up and cool down activities
•      Give pupils enough time to practice their skills, both in drills and in the activities themselves. NB: Pupils should become confident with equipment and technique before moving onto new aspects/events.
•      Ask pupils to make up practices, which they can teach to others.
•      Provide opportunities to watch others play or demonstrate. NB: Pupils should be asked to look for specific tactics and/or techniques.
•      Give pupils opportunities to talk to each other to plan how to play as a team, to evaluate what they did and decide what they need to practice.
•      Set homework tasks to use the internet to research rules and regulations of mini-games.
•      Provide opportunities for pupils to use video/ICT to record their performances and analyse and compare their techniques with those of professionals, and carry out an evaluation.
•      Use and apply differentiation with uppermost consideration, as skill acquisition will be varied and probably more apparent in some activities than others.
•      Provide those that are more able appropriate stretch and challenge   

Spiritual, Moral, Social & Cultural [SMSC] Development

During the delivery of all PE lessons opportunities to promote all aspects of SMSC development, including the promotion of the fundamental British values will be taken.  Examples of situations and activities where this may be seen in Physical Education lessons are:

Spiritual
•      Pupils reflecting on their own and others behaviour and performances; including recognising and appreciating the qualities and traits that lead to successful achievements
•      Increasing self-reliance, discipline, social responsibility and a sense of adventure
•      Enabling students to develop their self-knowledge, self-esteem and self-confidence

Moral
•      Pupils understanding the concepts of winning and losing and learning responsible sporting behaviour – students can distinguish between what is right and wrong and anti-social etc.

Social
•      Pupils working with others - leading warm ups, helping those less able, showing leadership traits
•      Sharing responsibilities - working as part of a team
•      Learning about hygiene and the long term benefits of activity upon leading an active healthy lifestyle
•      Discussing how sport can be used to overcome political, social and cultural barriers and understanding how it can contribute positively to the lives of those living and working in the locality of the school and to society more widely

Cultural
•      Pupils respecting differences and other people - understanding and supporting varying ranges of ability and any cultural differences
•      Learning about local games and traditions/exploring dances and games from different cultures
•      Applying knowledge in solving practical and real life problems, including respect for the basis upon which the law is made and applied in England.

British Values

Within the PE Curriculum students have the opportunity to develop their teamwork and resilience and must demonstrate a mutual respect to their peers. Students need to work with their peers in all aspects of PE and Sport and demonstrate good teamwork in order to succeed. This also means being gracious in defeat and showing sportsmanship and respect both on and off the pitch. Resilience and self-esteem are developed on a lesson by lesson basis, with the development of new skills only being enhanced by new experiences and learning to try again if at first students don’t succeed. Rule of law and democracy are essential in PE and Sport as everyone has to play by and adhere to the rules. 

 
Health and Safety Considerations

All PE teachers will apply and adhere to safe practice when planning and delivering lessons, taking into account the learning needs and abilities of all students.  NB: Individual risk assessments for each activity that are delivered in our programmes of study are completed and reviewed annually.

A summary of the general H&S considerations are:

•      Individual activity risk assessments are updated and adhered to during the planning and delivery of all lessons.
•      Pupils are adequately prepared for the tasks to be completed within the lesson.
•      Pupils are well matched in ability and size in competitive situations.
•      The equipment and environment is free from clutter and in good condition.
•      Pupils are well presented (e.g. jewellery removed), wearing appropriate kit and protection where relevant.
•      Pupils are made aware of and expected to adhere to activity rules and behavior expectations.


Cross Curricular Links

Opportunities to promote and incorporate relevant cross curricular links will be taken in all lessons.  Examples of situations and activities where this will be considered are:

Literacy:
•      Through the activities pupils will be able to understand, communicate, apply and when appropriate correctly spell key terminology.  E.g. Teachers will highlight key words and terms on white boards and will encourage pupils to incorporate these into their speech and language to develop their vocabulary. Incorrect use of terminology within activities will be corrected.

Numeracy:
•      Through the activities pupils will be able to count and score points accurately; gauge angles and distances when executing throwing techniques/passes etc;  apply shapes and formations in tactical/compositional scenarios; accurately record, measure and compare  heart rates, scores, times and distances in performance results.

ICT:
•      Through the activities pupils will be encouraged where appropriate to record and observe performances using ICT equipment (e.g. IPAD, Video cameras).  In order for students to achieve the evaluating and improving performance learning outcomes, pupils could compare performances to correct technical models using relevant software applications.  Pupils should also be encouraged to use internet research to enhance knowledge of activity rules and links to local clubs.

Marking Guidance

ATPE - Standardised Marking Policy for Theoretical Lessons