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Delegate Name:

Level 5 Certificate in Primary School Physical Education SpecialismAssessed Work – TASK 6

Task 6 – Develop a curriculum map and units of work

Unit number

Assessment Criteria

3 1.1 Evaluate how the differences in the physical, cognitive and affective development of children impacts the teaching of primary school physical education

3 3.1 Analyse the implications for teaching and learning in primary school physical education4 1.1 Develop a curriculum map for a given primary school that allows for progression and con-

tinuity of learning in primary school physical education4 2.1 Develop a primary school physical education unit of work

Within this task the delegate must:

1. Develop a whole school PE curriculum map that demonstrates the principles of effective curriculum design

2. Develop two units of work which: Meet statutory curriculum requirements Use two different contexts (one context must be swimming) Build on prior knowledge and achievement Allows for progression and continuity of learning Identifies how individual learning needs and differences in childhood growth and de-

velopment will be met to allow all pupils access to learning Considers the effect of personal, school workforce and pupil attitudes towards PE Plan for safe practice (to include a risk assessment) Explain how the unit of work will positively impact attitudes towards PE

3. Explain the importance of each of the aspects above when developing units of work

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Please complete ALL sections of this booklet.

When it is ALL COMPLETE please ensure your name is written at the top and submit to a

tutor for marking.

Once your work is marked you will receive a written feedback sheet attached to this

booklet. The feedback will indicate if you have passed the task or whether you have any

amendments to make. If you have amendments please correct or attach additional

pages to this booklet and resubmit the whole document.

You are welcome to complete this electronically, a copy can be found on our group

webpage. However please ensure you either type the WHOLE document and submit

electronically or any pages you print out are stabled into the correct order in your existing

booklet. We unfortunately can only accept one copy of the booklet per delegate.

Delegate Name:

What is a curriculum map and why have one?

Curriculum mapping is important for physical education coherence and helps to ensure that teachers are working toward the same learning standards

It ensures that different pupil groups are learning similar content and receiving the same quality of teaching.

It supports progression and continuity of learning in physical education

A curriculum map should tie everything together, in stages from the National Curriculum, down to the pupils in your school.

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National Curriculum requirement

End of Key Stage Expectations

Yearly expectations: What do we want pupils to learn in this year? How does that relate to previous

years?

Are there any particular areas of focus or suggested activities that are required by our school situation/pupils?

Units of work/medium term plans sit underneath this level providing the intentions and success criteria for discrete ‘slices’ of

the curriculum map.

Delegate Name:

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Where should it be located? Why?Who should have access to it?

How does a curriculum map help us in our planning for teaching and

learning??

Why do schools need a curriculum map?

Is a curriculum map ever ‘finished’?

Delegate Name:

For this qualification you need to develop and use a curriculum map to inform planning in your school. You then need to plan two primary school physical education units of work that relate directly to your curriculum map (one should be swimming).

When creating your map you need to consider certain design principles.

What should be in a curriculum map? How do we create it? What design principles do we need to consider?

1. Breadth and Balance . Considering the flexibility in the National Curriculum and the overlap between activity areas. Which activity areas are you going to suggest? Can you make links between the different curriculum areas linking skills and understanding? Make some notes or comments from your experiences in the practical session.

2. Relevant: Can pupils relate to and appreciate the learning on offer? As with other curriculum areas PE can be themed and sometimes reflect real world events or pupils’ personal experiences. Can you think of any examples of this?

3. Physically active: Does your curriculum allow for sufficient and effective opportunities for physical activity? Are there other wider school based opportunities that also need recording?

4. Childhood development.To best meet children’s needs and engage them appropriately, expectations of their physical abilit-ies, thinking and social and emotional competencies needs to be accurate. There are five key stages of child growth and development.Infancy: from birth to 1 yearEarly years: from 1 - 3 yearsChildhood: from 4 - 7 yearsPuberty: from 8–12 yearsAdolescence: from 13–16 years.

(For information:Growth refers to the increase in size of the body – height, weight etc.

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Delegate Name:

Development refers to the gaining of competencies in the three main learning domains – psycho-motor (physical abilities – gross motor and fine motor), cognitive (thinking and intellectual abilit-ies) and affective (social & emotional abilities such as a child’s identity, self-image and relation-ships). It also includes communication and speech development which is essential for learning in all domains.)

What are the children in your school like? Do they meet ‘national expectations?’ Is there any-thing that needs to be a focus on the curriculum map to reflect this??

Foundation Stage

Early Learning Goals…Physical development: This involves providing opportunities for children to be active and interactive, and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

- ELG 04 Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

- ELG 05 Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Personal, social and emotional development (NB. Extracts used)- ELG 06 Self-confidence and self-awareness: children are confident about trying new

activities, and say why they like some activities more than others. They are confident speaking in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

- ELG 08 Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

Expressive Arts and Design (NB. Extracts used)- ELG 17 Being imaginative: children use what they have learnt about media and materials in

original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

Looking at the ‘official’ expectations, what is the reality in your own school? Do your Foundation Stage children meet these expectations?

Does your school use any Early Years Intervention Strategies – e.g. Big Moves, SAQ, Positive

Play?

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Delegate Name:

Key Stage 1

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The major growth and development milestones (4-7 years)

By their seventh birthday, children can:•run in a straight line with coordination, jump, hop, skip, throw, catch, kick and control a ball and balance to ride a bicycle•use scissors, build models, write clearly, draw with meaning and detail•take turns and play collaboratively and cooperatively with friends – have a best friend•tell jokes and enjoy communication•begin to understand rules and fair play•be frightened of fictitious things•enjoy reading books•dress themselves easilyLearner activity:

1.Map these milestones to the NCPE PoS key stage 1 and 2 standards expected (see following slides)2.Discuss and comment

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KS1 Doing - Hands KS1 Thinking - Head KS1 Feeling - Heart

Develop fundamental movement skills (specifically master basic movements including running, jumping, throwing and catching)

Develop competence

Develop agility, balance and coordination

Perform dances using simple movement patterns

Apply skills

Develop simple tactics for attacking and defending

Develop competence

Develop confidence

Work individually and with others

Develop competence

Develop confidence

Contexts: Team games; dance; a range of physical activities (individual and cooperative); competitive situations (against self and others); possibly swimming; increasingly challenging

Looking at the ‘official’ expectations on the slides, what is the reality in your own school?

Do your KS1 children meet these expectations?

Note any key thoughts or observations.

Key Stage 2

Key Stage 2

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Delegate Name:

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The major growth and development milestones (8-12 years)

By their twelfth birthday, children can:•solve problems•enjoy responsibility•have a keen interest in sports and hobbies•coordinate well•tell you what they are good at•start to see physical changes in their body•start to argue with their parents•seem very grown up but also very childish at times.

Learner activity:1.Map these milestones to the NCPE PoS key stage 2 standards expected (see next slide)2.Discuss and comment

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KS2 Doing - Hands KS2 Thinking- Head KS2 Feeling - Heart Develop a broader range of

skills (specifically running, jumping, throwing and catching in isolation and in combination)

Perform dances using a range of movement patterns

Develop flexibility, strength, technique, control and balance

Apply a broader range of skills (specifically running, jumping, throwing and catching in isolation and in combination)

Link skills to make actions and sequences of movement

Learn how to evaluate and recognise their own success

Compare and improve performances with previous ones

Apply basic principles suitable for attacking and defending

Enjoy communicating, collaborating and competing with each other

Develop flexibility, strength, technique, control and balance

Contexts: Competitive games; dance; outdoor and adventurous activity challenges; different physical activities and sports; individual and team; swimming (if not scheduled in KS1).

Looking at the ‘official’ expectations on the slides, what is the reality in your own school?

Do your KS2 children meet these expectations?

Note any key thoughts or observations.

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Delegate Name:

How could having an understanding of child development support your teaching of PE?

So now you know what should be in a curriculum map… what should it actually look like?

Educationalist Andy Frapwell says “ . The curriculum map in primary physical education will almost cer-tainly be a list of activities / sports organised around half-term blocks. This might be arranged as one indoor and one outdoor lesson per week e.g. gymnastics and games, or activities scheduled as a block e.g. two gymnastics lessons per week. The curriculum map, however should be focused on mapping learning, so that we can see ‘at a glance’ how learning has been structured to-wards meeting the learning standards (H-H-H) specified for KS1 and KS2. This is the purpose of a curriculum map, yet in PE it has evolved to a list of activities to be covered over the course of a year and the course of a key stage – largely due to the fact that the national curriculum used to out-line six activity areas, which slotted nicely into six half-term blocks!

Look at the following examples and discuss the advantages and disadvantages of each.

A.

Advantages:

Disadvantages:

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Year group AUT 1 AUT 2 SP 1 SP 2 SUM 1 SUM 21 In – MULTI - SKILLS

Hand eye co-ordination

In – MULTI – SKILLS

SAQ Drills

In - GYMNASTICS In – DANCE In – PARACHUTE In - GAMES

Out – HOCKEY Out – CRICKET Out – FOOTBALL Out – ATHLETICS Out – ROUNDERS

With a tennis racquet

Out - GAMES

2 In - MULTI - SKILLS

Hand eye co-ordination

In - MULTI – SKILLS

SAQ Drills

In – GYMNASTICS In - DANCE In - PARACHUTE In - GAMES

Out - HOCKEY Out - CRICKET Out - FOOTBALL Out - ATHLETICS Out – TAG RUGBY Out - ROUNDERS

With a tennis racquet3 In - GYMNASTICS In – NETBALL In – TABLE TENNIS In - CIRCUITS In - TENNIS In - DANCE

Out - ATHLETICS Out - ROUNDERS Out - HOCKEY Out - TAG RUGBY Out – CRICKET Out - FOOTBALL

4 In - GYMNASTICS In – NETBALL In - TABLE TENNIS In - CIRCUITS In - TENNIS In - DANCE

Out - ATHLETICS Out - ROUNDERS Out - HOCKEY Out - TAG RUGBY Out - CRICKET Out - FOOTBALL

5 In – NETBALL In - TABLE TENNIS In –DANCE In – BADMINTON In - GYM In - CIRCUITS

Out – ATHLETICS Out - BASKETBALL Out – HOCKEY Out – TAG RUGBY Out - CRICKET Out - FOOTBALL

6 In – NETBALL In - TABLE TENNIS In - DANCE In – BADMINTON In - GYM In - CIRCUITS

Out – ATHLETICS Out - BASKETBALL Out - HOCKEY Out - TAG RUGBY Out - CRICKET Out - FOOTBALL

Delegate Name:

B.

Advantages:

Disadvantages:

C.

Advantages:

Disadvantages:

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Delegate Name:

For the course there is no set map format but we do need to be able to see progression and con-tinuity of learning. You will also need to describe your curriculum map, explaining the reasoning behind some of the activity choices, the time of year they take place and how long pupils spend on them.

So looking at back at this information… Is your current curriculum map currently fit for purpose? Would you make any changes Discuss with a partner, make some notes below.

We will look at units of work and safe practice next time. However in the meantime you can start on the task and add to it next session:

TASK Part 1 – Develop a whole school PE curriculum map that demonstrates the principles of effective curriculum design.

a. Attach your actual curriculum map to the back of this booklet. It should include all school years.

b. Write a description for your curriculum map, explaining the reasoning behind some of the activity choices, the time of year they take place and how long pupils spend on them. Try to explain how it allows for progression and continuity of learning.

c. Using examples from your map explain how your curriculum shows i. Breadth and balanceii. Relevanceiii. Opportunities for physical activityiv. Reflects child development

d. If there are any changes you would like to make to the curriculum map, explain them here.

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Delegate Name:

Units of work/Medium term plans.

The unit of work is a sector of the curriculum map planned directly for your pupils/learners and ac-tually delivered by staff. It might be developed by individual teachers and reflect their own style or there might be a ‘school style’ that is followed so it can be shared with others as a resource. It should directly connect back to the curriculum map.

The type and nature of a unit of work planned for pupils’ learning should reflect each particular school with its own vision and values and the curriculum map. There is no set format.

If schools use a ‘bought in’ unit of work/PE scheme, these should be personalised/annotated to show how it has been adapted for that particular school and each group of pupils.

Health and Safety. Some units of work include reference to safe practice and particular con-cerns, however it is often more appropriate to have a separate risk assessment to work along-side the unit (more next session)

Depending on the level of detail in the unit, individual lesson plans are sometimes required.

Looking at the examples (or your own!) can you see evidence of the following aspects:

Meet statutory curriculum requirements Build on prior knowledge and achievement Allows for progression and continuity of learning Identifies how individual learning needs and differences in childhood growth and de-

velopment will be met to allow all pupils access to learning Considers the effect of personal, school workforce and pupil attitudes towards PE Plan for safe practice (to include a risk assessment) Explain how the unit of work will positively impact attitudes towards PE

Which of these aspects do you think are important when developing units of work?

Is your current unit style and content fit for purpose? Discuss with a partner, make some notes below.

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Delegate Name:

Safe Practice and Managing Risk

See “Safe Practice: in Physical Education, School Sport and Physical Activity”afPE – Angela James and Jill Elbourn. 2016 Edition.ISBN 978-1-909012-35-6www.coachwise.ltd.uk

“Teachers and staff delivering physical activity, school sport and physical activity aim to encourage students or participants to increase their activity levels in ways that are enjoyable and beneficial for their health, and that can contribute to improving learning. This needs to be achieved within safe environments and using safe practice.” Taken from page 6.

“afPE recognises good practice as ‘teaching safely’ and ‘teaching safety’, which can be achieved through effective teaching and management, and effective student learning about safe practice.” Taken from page 6.

Risk Assessment – taken from page 29.“Risk assessment is central to safe practice and is a judgement about whether a situation is safe within established practice and procedures, or whether additional precautions are required.Under the terms of the Management of Health and Safety at Work Regulations 1999, employers have a duty to ensure periodic formal, activity- or site-specific risk assessments are carried out in the establishments for which they are responsible.”

Different types of risk assessment – taken from page 32“Generic risk assessment – this considers the general principles that apply to an activity wherever it may take place. A generic risk assessment is usually the starting point and is generally provided in written format by the employer…

*Site- or activity-specific risk assessment is usually carried out for each location, facility or activity and is specific to the venue, type of event and people involved. This is usually in a written format and regularly reviewed.”

*This is the type of risk assessment we need to see for each unit of work. Although you also need to demonstrate in your notes some Dynamic risk assessment.

“Dynamic risk assessment – (sometimes referred to as ongoing or continuous risk assessment) is carried out before an activity or event take place and while it is taking place, identifying and responding to unforeseen issues, such as an unsafe response to a task, sudden illness, changes in climatic conditions or ineffective officiating.

This type of risk assessment is based on a teacher’s expertise and previous experience, and can also be used to inform future planning… Planning should include evidience of dynamic risk assessment sure as forethought and anticipation of what could go wrong and how it might be managed. Students should also be taught to be vigilant for risk during activity and to report any concerns.”

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http://www.coachwise.ltd.uk/

Delegate Name:

The Triangle model can be useful when considering risk management.

Dynamic Risk Assessment – OAA example.1. Look at the activity below and work out what you have to do to play/take part.

2. If you were delivering this activity…

What are the learning outcomes? How would you make it inclusive or what differentiation strategies could you use?

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Delegate Name:

Would the participants enjoy playing the game? Why?

What safety rules would you have to implement?

Now identify any potential risks/safety considerations for this activity and write them inside the triangle in the right section. Try to think of something for each section. Then suggest strategies to manage these risks and add them into the speech bubble.

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PEOPLE(Staff/pupils)

ORGANISATION(Teaching/group management/

progression)

CONTEXT(Facility/equipment/routines)

‘People’ Risks:

Context Risks: Organisation Risks:

‘People’ management strategies: ‘Organisational’ management strategies:

‘Context’ management strategies:

Delegate Name:

Reminder… Task 6 needs:

TASK Part 1 – Develop a whole school PE curriculum map that demonstrates the principles of effective curriculum design.

a. Attach your actual curriculum map to the back of this booklet. It should include all school years.

b. Write a description for your curriculum map, explaining the reasoning behind some of the activity choices, the time of year they take place and how long pupils spend on them. Try to explain how it allows for progression and continuity of learning.

c. Using examples from your map explain how your curriculum shows i. Breadth and balanceii. Relevanceiii. Opportunities for physical activityiv. Reflects child development

d. If there are any changes you would like to make to the curriculum map, explain them here.

Now complete part 2…

TASK Part 2 – Develop a primary school PE unit of work

You will need to develop two units of work which are shown on your curriculum map.

a. Attach to this booklet the two complete units or medium-term plans – NB one of these must be swimming , one can be an activity of your choice.

b. You will need to submit a site- or activity-specific risk assessment for both of these units (more detail above)

c. For one of these lessons you will need to have your teaching observed – we suggest you plan for Spring Half term 2.

d. Write a description for your units explaining how they…i. Meet statutory curriculum requirementsii. Build on prior knowledge and achievementiii. Allow for progression and continuity of learningiv. Show differentiation for higher ability and lower ability pupils (Identifies how indi-

vidual learning needs and differences in childhood growth and development will be met to al-low all pupils access to learning)

v. Supports positive attitude development (Considers the effect of personal, school work-force and pupil attitudes towards PE)

vi. Comment on your dynamic risk assessment or explain your safe practice considera-tions (see above)

vii. Your non-swimming unit will need to include a number of Assessment for Learning opportunities. This will be explained next and included in Task 8.

Your own workYou can choose to use this space at the end of this document to type your own notes for part 1 and 2, or you can upload a separate document to your OneDrive account.

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