PE, Youth Sport and Physical Activity
"Currently, we have failed to change what is done in the name of physical education and while MBP has the potential to be more the great white hope so many advocate rather than a white elephant, we need to do more to make this a reality." Casey (2014) I'm unconvinced that there is one best … Continue reading Models-based Practice
In August last year I wrote about the proposed assessment without levels model that we were going to try within the department. This post is an update. The scoring system in the original post was dropped pretty much immediately as it was felt it was a replication of levels which we wanted to try and … Continue reading Assessment without levels – update
This is a guest post from Jenny Beck, a Head of PE of a girls school in London, sharing her thinking and approach to baseline assessment within core Physical Education. Why Baseline Data Test in PE? Nothing can be assumed about the fundamental motor skills of pupils entering secondary school. My own experience has revealed … Continue reading Guest Post: ‘All about that baseline’ – a fresh look at purposeful testing for students.
Over the last 5 years, through Comenius, my current school has built a link with a school in Denmark. Every year teachers from both schools visit each other to observe, to share ideas and to talk about the similarities and differences in education between our two schools and countries. One area that really interested me was … Continue reading PE Assessment – Danish Style
The issue There seems to be a worrying rise of the need of physical evidence to back up a teachers judgement in the progress of practical PE. I have just written a long ranting post about this. It was born out of frustration from what I'm seeing on twitter, conversations with PE teachers in other … Continue reading Evidence of progress in practical core PE
As usual, my school being quite traditional, is waiting on what other schools are doing with KS 3 assessment. Therefore we are continuing our misguided practice of levels with sub levels. A number of HODs, including myself, have been saying this is the chance to design something that is specific to the children we have … Continue reading Progress in PE is never linear
TLC - Verbal Feedback This year as an option for CPD we can join a Teacher and Learning Community (TLCs) at school. The aim of these communities is to improve teachers own practice through collaboration with an overall impact to improve student learning outcomes. The whole school focus of these TLCs is on the area … Continue reading TLC – Verbal Feedback (1)
Intervention Intervention seems to be the rage at the moment, at least it is a buzzword in my school. It stems from ensuring pupils make the required progress and meet targets set. As teachers we are supposed to know the current attainment level of our students and ensure our teaching gets the required amount of … Continue reading ‘Interventions’ to help develop a Healthy and Active Lifestyle.
With KS 3 Level Assessment and Descriptors set to disappear and a free for all to begin this maybe a moot point. However SLT, Middle leaders, Parents, Children, Teachers and of course OFSTED all want to see some sort of progress no matter what system you might have in place. Why do we baseline … Continue reading Do you baseline assess in PE?
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