Curriculum K-12 Directorate Darren Neagle Senior Curriculum Adviser PDHPE K-6 Curriculum K-12...

Curriculum K-12 Directorate

Darren Neagle

Senior Curriculum Adviser PDHPE K-6


PDHPE in COGs Supporting implementation of PDHPE as part

of the Curriculum Planning Framework

Staff Development Day

16 July 2006


Curriculum planning framework• Time to teach – time to learn – Professor Ken Eltis

• DET response – to develop a framework that incorporates all outcomes from all KLAs as a means of making programming more manageable for teachers


Revisiting the syllabus


• Foundation Statements replace the stage statements in all syllabuses

• Statewide common curriculum requirements

• Amalgamation of the 8 PDHPE strands into 3 broad strands:

– Fundamental movement and physical activity

– Healthy choices– Self and relationships

Board of Studies


Fundamental movement and

physical activity

• Active lifestyle• Dance• Games and sports• Gymnastics

Healthy choices• Personal health choices• Safe living

Self and relationships

• Growth and development• Interpersonal relationships

Skills – Communicating, Decision-making, Interacting, Moving, Problem-solving


Aim

To develop in each student the knowledge and understanding, skills and values and attitudes needed to lead healthy, active and fulfilling lives.

To adopt a responsible and productive role in society.


Rationale

Encourages an understanding and valuing of self and others.

Promotes physical activity.

Emphasises informed decision making, leading to effective and responsible action.


What comes under the PDHPE umbrella?

Road safety education

Personal safety e.g. child protection

Families

Games

GymnasticsRelationships

Dance

Physical activity

Friends

Drug education

Sun protectionHuman sexuality


Overview of learning

pg 9


PDHPE


Which is NOT a content strand of the syllabus

1. Safe living

2. Gymnastics

3. Personal development

4. Dance


Students learn about nutrition in which syllabus strand?

1. Growth and development

2. Personal health choices

3. Active lifestyle

4. Interpersonal relationships


In which syllabus strands do students learn about locomotor and non-

locomotor?1. Games and sports, Dance,

Gymnastics

2. Active Lifestyle, Dance, Gymnastics

3. Personal Health Choices, Gymnastics, Active Lifestyle

4. Gymnastics, Growth and Development, Dance


Students learn about personal identity in which syllabus strand?



3. Active lifestyle



Students learn about families in which syllabus strand?



3. Safe living



Students learn about effects of physical activity in which strand?

1. Games and sports

2. Gymnastics

3. Personal Health Choices

4. Active Lifestyle


1. Games and sports2. Gymnastics3. Personal Health

Choices4. Interpersonal

relationships

Students learn about groups in which strand?


Content strands

Active Lifestyle

Dance

Games and Sport

Growth and Development

Gymnastics

Interpersonal Relationships

Personal Health Choices

Safe Living


Which is NOT a skill of the syllabus?

1. Communicating

2. Decision making

3. Self esteem

4. Problem solving


Communicating

Decision making

Interacting

Moving

Problem solving

Skills


What are the three different types of outcomes that students will be working

towards in PDHPE?

1. Knowledge and understanding, Skills, Values and attitudes

2. Personal development, health and physical education

3. Communicating, Decision Making, Interacting


Nutrition education is included as part of which broad Foundation Statement strand ?

1. Physical Activity and Fundamental Movement

2. Healthy Choices

3. Self and Relationships


How much time do schools need to allocate to planned physical activity each week?

1. 60 minutes

2. 120 minutes

3. 180 minutes

4. 240 minutes


Scottische is…

1. A dance

2. A gymnastics movement

3. A hurling game

4. A modified Scottish ball game


PDHPE within the Curriculum

Planning Framework


Department of Education and Training

• 120 minutes of planned physical activity each week– inclusive of 60 minutes of school sportMemorandum to Principals 98/263 August 1998

“Schools are to include two hours per week for planned physical activity, including in Years 3-6, a minimum of one hour for sport.”Curriculum planning and programming, assessing and reporting to parents policy standards, 2005

https://detwww.det.nsw.edu.au/policies/curriculum/schools/index.shtml

Curriculum K-12 Directoratehttps://detwww.det.nsw.edu.au/policies/curriculum/schools/index.shtml


PDHPE COGs messagesChild protection education Early Stage 1 – Changes (C) Stage 1 – Getting Along (D) Stage 2 – Working Together (D) Stage 3 – Making Informed Choices (D)

Drug education Early Stage 1 – Our Place (A) Stage 1 – Getting Along (D) Stage 2 – Effects of Growth and Change (C) Stage 3 – Making Informed Choices (D)


PDHPE COG messagesChild protection education and Drug education Modify activities to suit the needs of your students and community ethos

Use current resources to adapt and modify programs

Ensure activities work towards the outcomes


PDHPE COGs messagesPhysical education Connected Outcomes Group I 120 minutes of planned physical activity each week (includes 60 minutes of sport for

Years 3-6) Sample timetables on COGS website Dance in PDHPE and Creative Arts Sample units of work on COGs website for each Stage

Gymnastics, Active Lifestyle, Games and Sports


More students…

more active…

more often.


What are fundamental movement skills? The building blocks of movement and successful

participation in games, sports and other activities.

Three categories: locomotor (run, leap) non-locomotor (static balance) manipulative (catch, throw, kick)

Fundamental movement skills


The skills

• the static balance• the sprint run• the vertical jump• the catch• the hop• the side gallop

• the skip• the overarm throw• the leap• the kick• the two handed strike• the dodge


Achievable for all students

Enjoyment

Confidence and

Competence

Decrease in obesity

Increase in physical activity

Physical activity and FMSPersonal

health choices


Relationship between fundamental movement skills and physical activity

• Enjoyment of being active is a key factor in becoming and remaining active.

• One of the main sources of enjoyment is perceived or actual competence at the skills required.

• Fundamental movement skills can be mastered by almost every child.


• Children who are competent in FMS are more likely to enjoy being active across the lifespan.

• Children who develop FMS mastery also demonstrate improvement in social skills and a general sense of competence.

• Anecdotal evidence that improvement in skills improves classroom climate.


How do children learn FMS?

Like literacy, numeracy, musical or any other skills, FMS need to be taught and practised

developmentally appropriate activities

visual demonstration, instruction and feedback

variety, fun, encouragement


Get skilled: Get active 12 fundamental movement skills How to observe - checklists How to teach - examples How to program - ideas Video 1 - Show me how Video 2 - Teach me how

Issued to all schools in 2000

Transferred to DVD in 2005


Assessment in PDHPE


Why do we assess? to provide information on student

achievement and progress

set the direction for ongoing teaching and learning.


What does assessment involve?

Assessment involves:

• comparing students against a standard

• making judgements about students’ achievement based on evidence collected over time.


Understanding standardsConsider

• What students have had the opportunity to learn … spelt out in syllabuses and teaching / learning programs

• How well students have achieved … what they have had opportunity to learn


Quality assessment Embedded in teaching and

learning activities

Is fair and valid

Is inclusive of all learners

Provide opportunities for students to

demonstrate what they

know and can do

Explicit quality criteria


Our assessment practices

How many PDHPE assessment

strategies can you name?

The Rich List


Evidence of learning• Methods of gathering evidence of learning

include:– informal observation by the teacher– questioning– peer evaluation– self evaluation– structured assessment activities.


Collecting evidence of achievement

• How can we collect evidence of students’ progress?

• How much evidence do we need to be able to make a judgement about a student’s achievement?

• Do we need the same amount of evidence for each student?


Methods of assessing learning in PE

• Observation, anecdotal records• Skill performance• Peer assessment• Self assessment• Analysis of performance• Creating / composing• Solving movement problems


Workshop activity

Exploring expectations – Physical education• What is the expectation of student achievement

at each stage?

• What does the syllabus say?

• What do the foundation statements say?


Quality Teaching Assessment Questions

• What do you want the students to learn?

• Why does the learning matter?

• What are you going to get the students to do (or to produce)?

• How well do you expect them to do it?


Discussion timeOutcomes – Stage 2

GSS2.8 Participates and uses equipment in a variety of games and modified sports.

MOS2.4 Displays a focus on quality of movement in applying skills to a variety of familiar and new situations.

Foundation statement Students apply movement skills in dance, gymnastics, games and sports, and practise manipulative skills in a range of minor games…Students demonstrate proficiency in the fundamental movement skills of … vertical jump, catch… through practice and application in different games and sports. They participate in physical activity…

Context As part of their class physical activity program, students were explicitly taught how to perform a vertical jump and catch. They then applied these skills in different games. The teacher observed students whilst participating in activities and checked for understanding by asking students to record what constitutes a proficient jump and catch.

Criteria• actively participates in the class games (observation)• demonstrates correct catch technique when playing the game (observation and questioning)• demonstrates correct vertical jump technique when playing the game (observation and questioning)• explains the components of a vertical jump (questioning and recording)• explains the components of a catch (questioning and recording)

How well has this student met the criteria?


Annotated class lists

Annotated observations

A record of student observations over a period of time helps to build the picture to make a judgement

Discussion point

How does this add to the overall judgement?


Strategy: Peer assessment

Peer assessment provides great feedback to students by allowing them to develop a better understanding of the skill and of themselves as learners.

Discussion point

How could you use peer assessment to help you make judgements?


Making judgementsWhat have students learnt? (Knowledge, skills and understandings)

Stage 2 Syllabus outcomesGSS2.8 Participates and uses equipment in a variety of games and modified sportsMOS2.4 Displays a focus on quality of movement in applying skills to a variety of familiar and new situations

Stage 2 Foundation StatementsStudents apply movement skills in dance, gymnastics, games and sports, and practisemanipulative skills in a range of minor games…Students demonstrate proficiency in the fundamental movement skills of … vertical jump, catch… through practice and application in different games and sports. They participate in physical activity…

Teaching and learning focusFundamental movement skills – vertical jump and catching through different games and sportsModified games incorporating vertical jump and catch

Assessment strategies• Observing - student participation in games, checklist or record to create a profile• Questioning – asking questions to reinforce student understanding• Analysing – student written works samples, answers to questions, performance during games


COG unit: Living land Stage: 3Year: 5, Point-in-time: mid yearLearning experience: Analysing risk in the school environment

PDHPE OutcomesSLS3.13 Describes safe practices that are appropriate to a range of situations and environments• demonstrates ways to improve unsafe environments.DMS3.2 Makes informed decisions and accepts responsibility for consequences• analyses situations and information in order to make an informed decision.PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems• enlists the support of appropriate authority.

Criteria• analyses situations and identifies possible risks• makes recommendations in order to improve unsafe environments.


Over to you….Making judgements

How well students have achieved the standard? (How well takes into account the breadth and depth of learning.)

Point in time• What have the students learnt this semester? (reflect on what has been taught)• How well have they learnt it? (against the criteria or standard)

End of Stage• What have the students learnt this semester? (reflect on what has been taught)• How well have they learnt it? (against the criteria or standard – Syllabus, Foundation Statements)


Where to next?With colleagues in your Stage team, workthrough a discussion process of somePDHPE examples.

• What was the criteria?• Has the student met all of the criteria?• How well has the student demonstrated the learning?• Revisit the Syllabus. What judgements can you make

in relation to the outcomes?


Over to you…Common Grade Scale

A

Outstanding:

The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

B

High:

The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

C

Sound:

The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

D

Basic:

The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

E

Limited:

The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

Curriculum K-12 Directorate Darren Neagle Senior Curriculum Adviser PDHPE K-6 Curriculum K-12...

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