pdhpe in cogs 07

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Published on November 24, 2007

Author: Moorehead

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Slide1:  Darren Neagle Senior Curriculum Adviser PDHPE K-6 Curriculum K-12 Directorate PDHPE in COGs Supporting implementation of PDHPE as part of the Curriculum Planning Framework Staff Development Day 16 July 2006 Curriculum planning framework:  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 Slide4:  Revisiting the syllabus Slide5:  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 Slide6:  Skills – Communicating, Decision-making, Interacting, Moving, Problem-solving Slide7:  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. Slide8:  Rationale Encourages an understanding and valuing of self and others. Promotes physical activity. Emphasises informed decision making, leading to effective and responsible action. Slide9:  What comes under the PDHPE umbrella? Road safety education Personal safety e.g. child protection Families Games Gymnastics Relationships Dance Physical activity Friends Drug education Sun protection Human sexuality Slide10:  Overview of learning pg 9 Slide11:  PDHPE Which is NOT a content strand of the syllabus:  Which is NOT a content strand of the syllabus Safe living Gymnastics Personal development Dance Students learn about nutrition in which syllabus strand?:  Students learn about nutrition in which syllabus strand? Growth and development Personal health choices Active lifestyle Interpersonal relationships In which syllabus strands do students learn about locomotor and non-locomotor?:  In which syllabus strands do students learn about locomotor and non-locomotor? Games and sports, Dance, Gymnastics Active Lifestyle, Dance, Gymnastics Personal Health Choices, Gymnastics, Active Lifestyle Gymnastics, Growth and Development, Dance Students learn about personal identity in which syllabus strand?:  Students learn about personal identity in which syllabus strand? Growth and development Interpersonal relationships Active lifestyle Personal health choices Students learn about families in which syllabus strand?:  Students learn about families in which syllabus strand? Growth and development Interpersonal relationships Safe living Personal health choices Students learn about effects of physical activity in which strand?:  Students learn about effects of physical activity in which strand? Games and sports Gymnastics Personal Health Choices Active Lifestyle Students learn about groups in which strand?:  Games and sports Gymnastics Personal Health Choices Interpersonal relationships Students learn about groups in which strand? Slide19:  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?:  Which is NOT a skill of the syllabus? Communicating Decision making Self esteem Problem solving Slide21:  Communicating Decision making Interacting Moving Problem solving Skills What are the three different types of outcomes that students will be working towards in PDHPE?:  What are the three different types of outcomes that students will be working towards in PDHPE? Knowledge and understanding, Skills, Values and attitudes Personal development, health and physical education Communicating, Decision Making, Interacting Nutrition education is included as part of which broad Foundation Statement strand ?:  Nutrition education is included as part of which broad Foundation Statement strand ? Physical Activity and Fundamental Movement Healthy Choices Self and Relationships How much time do schools need to allocate to planned physical activity each week?:  How much time do schools need to allocate to planned physical activity each week? 60 minutes 120 minutes 180 minutes 240 minutes Scottische is… :  Scottische is… A dance A gymnastics movement A hurling game A modified Scottish ball game PDHPE within the Curriculum Planning Framework:  PDHPE within the Curriculum Planning Framework Slide29:  Department of Education and Training 120 minutes of planned physical activity each week inclusive of 60 minutes of school sport Memorandum 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 Slide30:  https://detwww.det.nsw.edu.au/policies/curriculum/schools/index.shtml PDHPE COGs messages:  PDHPE COGs messages Child 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 messages:  PDHPE COG messages Child 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 messages:  PDHPE COGs messages Physical 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 Slide34:  More students… more active… more often. What are fundamental movement skills?:  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 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 Physical activity and FMS:  Achievable for all students Enjoyment Confidence and Competence Decrease in obesity Increase in physical activity Physical activity and FMS Personal health choices Relationship between fundamental movement skills and physical activity:  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. Slide39:  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?:  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 Slide41:  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 Slide43:  Assessment in PDHPE Why do we assess?:  Why do we assess? to provide information on student achievement and progress set the direction for ongoing teaching and learning. What does assessment involve?:  What does assessment involve? Assessment involves: comparing students against a standard making judgements about students’ achievement based on evidence collected over time. Understanding standards:  Understanding standards Consider 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 :  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:  Our assessment practices How many PDHPE assessment strategies can you name? The Rich List Evidence of learning:  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:  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:  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:  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:  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? Slide55:  Discussion time Outcomes – 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? Slide56:  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? Slide57:  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 judgements:  Making judgements What have students learnt? (Knowledge, skills and understandings) Stage 2 Syllabus outcomes 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 Stage 2 Foundation Statements 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… Teaching and learning focus Fundamental movement skills – vertical jump and catching through different games and sports Modified 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 Slide59:  COG unit: Living land Stage: 3 Year: 5, Point-in-time: mid year Learning experience: Analysing risk in the school environment PDHPE Outcomes SLS3.13 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:  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?:  Where to next? With colleagues in your Stage team, work through a discussion process of some PDHPE 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:  Over to you… Common Grade Scale

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