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Delegate GuideLevel 5 Certificatein Primary SchoolPhysical EducationSpecialism

Level 6 Awardin Primary School Physical EducationSubject Leadership

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Introduction Welcome to the Delegate Guide for the Level 5 Certificate in Primary School

Physical Education Specialism and the Level 6 Award in Primary School Physical

Education Subject Leadership.

The Level 5 Certificate in Primary School Physical Education Specialism is a

recognised qualification that aims to upskill delegates to be able to improve the

overall delivery of the PE curriculum within a primary school. On successful completion

of this qualification, you will be able to assist in raising the standards within primary

school PE teaching and learning.

The Level 6 Award in Primary School Physical Education Subject Leadership is a

recognised qualification that aims to upskill primary generalists, to be able to lead the

overall delivery of the primary school PE curriculum. On successful completion of this

qualification, you will be able to take subject leadership within primary school physical

education teaching and deliver sustainable high quality primary school PE.

The Level 5 Certificate in Primary School Physical Education Specialism is a pre-requisite

for the Level 6 Award in Primary School Physical Education Subject Leadership.

There is a certain amount of written work and discussions associated with the

assessment for this course, but the course should also be delivered in as practical

a way as possible.

Delegate Guide Contents

©Sports Leaders UK 2014

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1

Page(s) Description Action needed

1-3 Introduction Read through for your information.

4-14 Delegate Assessment Tasks Complete tasks as requested

(for Level 5 Certificate in Primary by your Tutor/Assessor(s)

School Physical Education Specialism)

15-22 Delegate Assessment Tasks Complete tasks as requested

(for Level 6 Award in Primary School by your Tutor/Assessor(s)

Physical Education Subject Leadership)

Course content The course is broken down into six units. Units 1 to 5 make up the Level 5 Certificate in

Primary School Physical Education Specialism. Unit 6 is for the Level 6 Award in Primary

School Physical Education Subject Leadership.

In order that your Tutor/Assessor(s) understands exactly what you need to learn and

so that you know what you will be learning during the course, each unit is broken down

into Learning Outcomes. These Learning Outcomes are simply statements that explain

what it is you will have to do in order to pass each unit.

Each of the Learning Outcomes is broken down again into Assessment Criteria. These

Assessment Criteria help to clarify the Learning Outcome and describe exactly what you

will have to show you can do or understand in order to meet the Learning Outcome and

therefore the requirements for that unit.

Visit the Sports Leaders UK website to see details of the specification, Learning

Outcomes and Assessment Criteria for each Unit.

How the course works

The course is delivered typically over eight days for both Levels 5 and 6. There will be a

period of weeks in between each session to allow you to complete some tasks in a given

primary school. There will generally be 12 to 18 months between course start date and

the course end date.

Your Tutor/Assessor(s) will guide you through the learning process. Your Tutor/

Assessor(s) will outline what Delegate Assessment Tasks you are required to complete

as part of your independent learning and will assess whether you have met the

Assessment Criteria as and when tasks have been completed.

Once you have shown that you can meet each of the Assessment Criteria, your Tutor/

Assessor(s) can confirm that you have met the requirements for that unit.

How to use this Delegate Guide

This Delegate Guide gives you a comprehensive outline of the tasks that delegates are

required to complete and be assessed for to meet the Assessment Criteria of both the

Level 5 Certificate in Primary School Physical Education Specialism and the Level 6

Award in Primary School Physical Education Subject Leadership.

Many of the Delegate Assessment Tasks in this Delegate Guide are directly linked to

the tasks that a Professional Learning Centre will deliver as part of the tutor contact

sessions. It may be possible for delegates to be assessed during the delivery of the

course. Assessment records will need to be kept by the Tutor/Assessor(s) and the

delegate is required to keep evidence of the tasks completed to fulfil the requirements

of the tasks in the Delegate Guide.

The Delegate Assessment Tasks do not always need to be completed in isolation. Your

Tutor/Assessor(s) may ask you to produce a piece of work that includes a number of

tasks, maybe in a presentation or a report that covers a number of tasks.


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Assessment

There is no formal examination at the end of either the Level 5 Certificate in Primary School

Physical Education Specialism or the Level 6 Award in Primary School Physical Education

Subject Leadership. Instead, your Tutor/Assessor(s) may use a variety of assessment

methods to make a decision about your PE specialism and/or subject leadership including

observation, written work and listening to what you say and do. Your Tutor/Assessor(s) may

expect to see any work you have completed during the course that may contribute to your

assessment process. These could include reports, provision audits, curriculum maps and

lesson plans. Your Tutor/Assessor(s) may use a question and answer style method as part of

your assessment, relating to specific Learning Outcomes and they may also request some

independent feedback from another Tutor/Assessor who has observed you leading.

In order to see if you are meeting the Assessment Criteria for each unit your Tutor/

Assessor(s) can use any number of assessment methods. However, the assessment

method(s) that they choose must be relevant to the Assessment Criteria they are

assessing and meet any specific needs that you might have.

Successfully completing the course

If, by the end of the PE specialism aspects of the course, you have shown that you can

meet all of the Assessment Criteria for each unit of the Level 5 Certificate in Primary

School Physical Education Specialism qualification you will have successfully passed

the course and will be awarded the Level 5 qualification.

If you decide to progress onto and complete the PE subject leadership aspect of the

course and have shown that you can meet all of the Assessment Criteria for the Level 6

Award in Primary School Physical Education Subject Leadership you will be awarded

the Level 6 qualification.

If you have not met these requirements by the end of the course, your Tutor/Assessor(s)

may be able to give you further opportunities to continue your learning and you may

successfully pass the course at some stage in the future. These opportunities will only

be made available for up to three years after you first started the course.

Appeals procedure

If you have any queries regarding an assessment decision speak to your Tutor/

Assessor(s) about it. However, if this does not resolve the issue then contact Sports

Leaders UK who will investigate further. If the concern is still not resolved the case

will be referred to the Sports Leaders UK senior management team, or further to

that, an independent body. For a copy of the appeal procedures please email

[email protected].

Accident responsibility

Sports Leaders UK does not accept responsibility or liability for any injury or loss sustained

by you, your Tutor/Assessor(s) or any other person during any part of the course.

Sports Leaders UK eShop

Merchandise can be ordered from the Sports Leaders UK eShop. Please visit

sportsleaders.org/eshop/. The range offers quality sports clothing for learners

and tutors including hoodies, polos and fleeces in addition to a range of

sporting accessories.


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Level 5 Certificatein Primary School

Physical EducationSpecialism

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Delegate Assessment Task 1 Why is physical education a part of a child’s education?

Write a statement entitled “Why is physical education a part of a child’s education?”

The statement should:

• Explain the importance of the primary school physical education curriculum.

• Explain the importance of physical education for the child.

• Analyse the impact of physical education in a given primary school.

Delegate Assessment Task 2Physical education v school sport

Explain the differences between physical education and school sport.

Include summaries of the key components of each.

Delegate Assessment Task 3Physical education and the National Curriculum

Study the National Curriculum for PE purpose of study document.

Highlight and define the key points of the document and discuss how

the new curriculum will impact the teaching of PE at your school.

Delegate Assessment Task 4PE curriculum and recent developments

Describe the breadth of content of the PE curriculum.

Analyse recent developments in primary school PE and suggest

how these developments might affect PE teaching in your school.


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Delegate Assessment Task 5Physical education at Key Stage 1 and Key Stage 2

Identify and summarise the key components of primary school PE at Key Stage 1

and Key Stage 2. Describe what the expectations of a child are at each stage.

Delegate Assessment Task 6Physical education facts and increasing physical activity, health and wellbeing

Discuss how often pupils should receive physical education, school sport

and physical activity per week. Ensure your answer/discussion includes:

• The benefits of whole school improvement.

• The key characteristics of a positive attitude to physical education across the school.

•How we can increase physical activity in the school day and contribute to improving

the health and wellbeing of all pupils.

Delegate Assessment Task 7Attitudes towards PE

Write an action plan detailing how you are going to increase the activity levels

of the children in your class/school. To complete this task you should:

• Reflect on your own practice and investigate ways of increasing the physical output

of children during the school day or week.

•Ask your class how much activity they do each day or ask them to keep an activity

diary for a week. How active are the children at break times and lunchtimes?

• Evaluate own teaching of physical activity against levels of activity.

Can a colleague help in the observation?

• Examine the link between positive attitudes towards PE and the quality of teaching

and learning in PE.

This can be presented in a report format to meet the qualification’s requirements.


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Delegate Assessment Task 8Aims and purpose of a curriculum map

Using the aims and purposes of the National Curriculum, explain what the curriculum

map will look like for Key Stage 1 and Key Stage 2 children.

Ensure that you discuss games, gymnastics and dance at Key Stage 1 and the six

activities at Key Stage 2 in your answer and explain how games at Key Stage 2 are

divided into categories.

Delegate Assessment Task 9Physical development of children

Provide a description of the key development milestones for children and evaluate

how the physical development of children will impact upon the teaching of primary

school PE. Ensure that your answer explains the need for differentiation in order

to meet the needs of every child.

Delegate Assessment Task 10Areas of activity

Explain why there are six areas of activity (AoA) in the primary physical education

curriculum. What is the distinctive contribution of each?

Delegate Assessment Task 11The need for a curriculum map

Explain why primary schools need a curriculum map (long term programme plan)

for PE. Outline how the curriculum map allows for progression and continuity

of learning in primary school PE.

Delegate Assessment Task 12Audit your school’s PE provision

Provide an audit of your primary school’s current PE provision, including:

• The curriculum map.

• The activities taught in each year group.

• The games taught in each year group.

• The time allocated to each area of activity within each year.

•The time allocated to each area of activity across each key stage.

• The provision for outdoor and adventurous activity – are all pupils engaged?

Additional time?

•The provision for swimming – do all pupils access the provision?

•Is swimming provision additional to planned PE curriculum or a part of it?

•The reasons why particular year group(s) have swimming provision.


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Delegate Assessment Task 13Plan, teach and evaluate a gymnastics lesson

Plan and deliver a gymnastics lesson for your class that uses large apparatus.

Ask a colleague or senior leader to observe your teaching and write an evaluation.

Identify three action points for improving the teaching and learning in gymnastics.

Keep copies of the lesson plans and evaluations (self, peer and senior leader

evaluations) to evidence your completion of this task.

Delegate Assessment Task 14The importance and processes of assessment for learning

Explain the importance of assessment for learning in primary school PE.

Describe the process that teachers undertake for assessment for learning

including reference to:

•Starting points, target points and strategies to improve.

•The four types of action associated with assessment for learning.

Delegate Assessment Task 15Principles of assessment for learning

Break down one of the following principles of assessment for learning into its

component parts and describe in detail, how it might manifest itself in practice.

1 The learner is at the heart of assessment.

2 Assessment needs to provide a view of the whole learner.

3 Assessment includes reliable judgements about how learners are doing,

related to national standards, where appropriate.

Delegate Assessment Task 16The relationship between assessment and curriculum

Develop a ‘teacher’s tip sheet’ to suggest how assessment for learning might be used

to inform curriculum development (curriculum content and curriculum process):

•At lesson level.

•At a unit of work level.

•At programme level.

Delegate Assessment Task 17Comparing the use of formative and summative assessment

Critically compare the use of formative and summative assessment to secure pupils’

progress addressing each of the main questions below and any other areas of

importance. Give examples of current practice to illustrate the contrasting use of

assessment for and assessment of strategies and explain why levels are being

removed from the 2014 National Curriculum attainment target.

•How is/can assessment of learning be used for learning?

•Why should teachers be encouraged to develop assessment

for learning strategies?

•Why do we need to convert every bit of progress a pupil makes

into a number or a grade?


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Delegate Assessment Task 18Plan, deliver and review a unit of work

The understanding gained from discussions on assessment for learning now needs to

be applied by teachers in practice. Teachers should plan, deliver and review a unit of

work incorporating the principles of assessment for learning. This can be completed

holistically with teaching a series of ‘good or better’ PE lessons as part of Task 40.

As an indicator, if assessment for learning strategies are used effectively, the progress

that pupils would usually be expected to make by the end of a unit should be increased

by up to a third. In other words, progress that would usually be observed after 6 weeks

will be observed after 4 weeks.

Delegates are required to evidence the following for this task:

•Analyse the assessment requirements of a group of children in a given scenario.

• Identify assessment that is fit for purpose.

•Use a range of identified assessment strategies to secure pupils’ progress.

• Review the use of previously identified assessment strategies.

• Revise own use of assessment strategies based on prior learning.

Delegate Assessment Task 19Differences between ‘good’ and ‘outstanding’ teaching

Using the Ofsted Framework generic grade descriptors and the teaching section

of the supplementary PE subject guidance, critically examine the differences

between ‘good’ and ‘outstanding’ teaching.

Delegate Assessment Task 20Characteristics of ‘good or better’ teaching and learning

Critically examine the meaning of ‘good or better’ teaching and learning in PE

and its impact on the pupil. Identify and describe the key characteristics and desired

outcomes from ‘good or better’ teaching and learning.

Delegate Assessment Task 21Teaching and learning strategies

Develop a ‘map’ of the teaching and learning strategies that teachers should

have or use, in order to achieve the key outcomes ‘good or better’ teaching for

the pupils and detail the “remarkable difference” these teaching and learning

strategies should make.

Explain how ‘good or better’ teaching will result in ‘good or better’ learning

in primary school physical education.


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Delegate Assessment Task 22Facilitating ‘good’ to ‘better’ teaching and learning

Using a format similar to the template below, produce an action plan which enables

the areas for development in ‘good’ teaching to move to ‘better’ teaching.


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Maintenance(Identify real areas of strength

where you know your teaching

is ‘better’ than ‘good’)

1

2

3

4

5

6

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Action PlanMake sure you have targets in your plan

which are ‘smart’: specific, measurable,

achievable, relevant and time-scaled.

Areas for development(Identify areas where your teaching

is ‘good’ but needs improvement

in order to be ‘better’)

1

2

3

4

5

6

7

PrioritiesFrom the above list take no more than

two priorities and produce a ‘smart’ action

plan which will move your teaching from

‘good’ to ‘better’.

Delegate Assessment Task 23Planning for safe practice

Explain the importance of planning for ‘safe practice’ in primary school physical

education lessons.

Using the triangle model from Safe Practice in Physical Education and School Sport

(2012 edition) as a guide. Create and attach a series of lesson plans that clearly shows

how you will consider and plan for:

•Appropriate challenge.

•Acceptable risk.

• The context in which you are working (facility/equipment/procedures and routines/

transport).

• The people you are working with (staff/pupils).

• The organisation (teaching/group management/planning for progression/

emergency action).

Delegate Assessment Task 24Developing a unit of work

Using the expected outcomes from the National Curriculum, develop plans for a unit

of work on developing hand-eye co-ordination through net/wall and striking/fielding

games. These plans are required to show how unit of work plans:

•Develop specific learning outcomes related to the activity.

•Meet curriculum requirements.

•Are progressive and build on children’s prior knowledge and achievement.

• Take into account individual learning needs.

• Take into account ‘safe practice’.


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Delegate Assessment Task 25Why use a range of physical activities in PE

Describe the range of physical activities that can be used in PE and analyse why and

how using a range of physical activities will impact on teaching and learning in PE.

Your analysis should include, but not be limited to, the impact of the following activities

on teaching and learning:

•Games

•Gymnastics

•Dance

• Swimming

•Outdoor and adventure

Delegate Assessment Task 26Advice and support for teachers

Identify others in your primary school that may be able to:

•Offer advice.

• Support teaching and learning in PE.

•Upskill practice in PE.

How might these people/organisations add value to and/or impact on the effectiveness

of the teaching and learning process?

Delegate Assessment Task 27Seek support for the teaching and learning process

Delegates are required to seek support from others to add value to the teaching

and learning process.

Write a report detailing the support you have gathered and used. Evaluate the impact

that the support has had on the effectiveness of the teaching and learning process.

This should include:

• Knowledge and understanding.

•Confidence to take ‘risks’.

• Identify and manage risks throughout a PE unit of work.

• Ideas for interesting engaging practice.

• Inclusive practice and challenge.

•Meeting the planned learning versus covering all of the content.

•Progression.

•Ongoing adaptation of teaching and learning as a result of assessment.

•Recognising learner’s needs.

•Questions asked/feedback provided.


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Delegate Assessment Task 28Curriculum maps

Produce a curriculum map/programme plan for both Key Stage 1 and Key Stage 2.

The exemplar template below illustrates a format that you might want to use.


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Year Group:Key Stage:

Considerations/rationale forprogramme:

Hour (basedon 2 x 1hrsessionsper week)

Planned programme/Curriculum map

Autumn/Winter Spring Summer

Hour 1

Hour 2

Delegate Assessment Task 29Planning a unit of work

Produce unit of work plans for one part of the planned programme/curriculum map

at both Key Stage 1 and Key Stage 2. The exemplar template below illustrates a format

that you might want to use.

Key Stage Overarchingtheme for‘unit of work’ Year group

Session Learning Objectives Learning activities Learning outcomes

Competence(Active learning or doing)

Decision making(Cognitive)

Situational(Social andemotional)

Additionalnotes

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Delegate Assessment Task 30Teach, review and revise a ‘good or better’ PE unit of work

Using the curriculum map/programme and unit of work plans that you have created

as a guide, you are now required to teach a series of ‘good or better’ physical education

lessons in your primary school. The delivery must include a range of activities.

In the delivery of the unit of work, you should:

• Identify risk and implement strategies to manage risk.

•Apply the key characteristics of ‘good or better’ teaching.

•Deliver lessons which maximise the opportunities for children to be physically active.

•Create opportunities for pupils to reflect on their own learning and progress.

• Implement teaching and learning strategies which involve and motivate participants.

• Employ teaching and learning strategies which take into account individual

learning needs.

Following the delivery of the unit of work, you are required to:

• Evaluate the unit of work that has been delivered.

•Use the outcomes of the evaluation to inform the future planning of PE units of work.

An Independent Assessor at your school, maybe the Head Teacher, is required to

observe you teach at least one lesson where you have met the criteria above. You are

required to provide evidence of the planning, delivery, evaluation and revision of a unit

of work in support of the Independent Assessor observation. For example, by supplying

lessons plans and evaluations, risk assessments, notes on progression of pupil standards,

a revised unit of work plan.


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Level 6 Awardin Primary School

Physical EducationSubject Leadership

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Delegate Assessment Task 31The role and responsibilities of a primary school physical education subject leader

Explain the roles and responsibilities that a PE subject leader needs to undertake in a

primary school.

Why is there the need to support good practice through implementation of school

policy?

Delegate Assessment Task 32Pupils progress and attainment standards

Identify and explain factors that are likely to cause low pupil progress and attainment

standards.

Delegate Assessment Task 33Children’s progress and the curriculum

Consider your own school. Are all children making good progress? If not, why not? Write

down which groups of children are well served by the curriculum offer and which groups

are poorly served by the physical education provision? Identify the reasons why this

might be the case.

Delegate Assessment Task 34Physical education provision audit

Canvas the views of stakeholders in physical education at your own school and build

an evidence base to support management decisions. Stakeholders could be teachers,

pupils, the Head Teacher, senior management team, the governing body and/or third

party providers.

Devise a way of gathering evidence and completing an audit. Use this evidence to make

sustainable improvements in PE. This should include:

• Conducting an audit to evaluate the quality of physical education provision.

• Analysis of the results of the audit and identify areas in need of development.

• Highlight how potential limitations of the primary school environment

may be addressed.

• Evidence of the contribution physical education makes to pupils’

personal development.

• Analyse the effect of communicating the positive impact of physical education

to all stakeholders.

Teachers should obtain permission from the senior management team to conduct

the information gathering exercise and use this opportunity to discuss the course

and expected outcomes. This is an important opportunity to establish senior

management team buy in to the physical education improvement strategies.

At this point the Head Teacher will have to sign off the physical

education improvement strategy for the delegate as part of

the course assessment tasks.


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Delegate Assessment Task 35The quality of teaching and learning

Complete a teaching and learning audit after observing PE teaching at your school.

You should consider the following in your answer:

• What were the strengths of the teaching?

• What were the weaknesses of the teaching?

• Describe any good progress shown by pupils?

• Describe any weak progress shown by pupils?

• Identify and explain three points to improve the quality of the teaching

and learning in this case.

Delegate Assessment Task 36Evaluating physical education provision

Using your own school’s physical education provision, evaluate the physical

education units of work to ensure that they focus on consistent and effective

teaching and learning.

To do this you will need to:

• Construct and conduct an audit to evaluate the quality of curriculum provision

and teaching and learning in physical education.

• Analyse the results of the audit, identifying any strengths and weaknesses.

Identify any areas of provision which are in need of improvement.

• Create an improvement plan to ensure the schemes are focussed on consistent

and effective teaching and learning.

• Conduct a staff meeting to discuss the results of the audit.

Provide evaluative evidence of what is good and what needs to be done

to make teaching more effective.

• Collect staff views from the meeting through a simple evaluation sheet.

Provide an analysis of the impact of your physical education evaluation

and improvement strategy.

• Complete three lesson observations to assess the quality of pupil’s learning

in physical education.

The findings of the audit can be presented in a report format to meet

the qualification’s requirements.


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Delegate Assessment Task 37Audit: Judging standards and evaluating teaching and learning

Complete the Judging Standards audit sheet and the Evaluating Teaching and Learning

audit sheet. Highlight development points and priorities for your school.


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Judging standards Effective Partly Not and fully in place in place in place

Analyse and interpret data on pupils’ attainment in the subject

1 Compare pupil performance in test annual assessments with prior attainment information; other subjects; previous cohorts.

2 Make judgements for year groups/classes/individuals in relation to school, local and national expectations.

3 Use the outcomes of annual analysis to: set curricular targets; prompt further investigation; initiate staff training and resource development.

4 Draw attention to success and high rates of progress.

Review with teachers their assessments of progress against targets for classes, identified groups and individuals

1 Review regularly with colleagues progress related to key curricular targets, under- performing groups and individuals.

2 Use the outcomes of the reviews to: share effective practice, design support and agree ways of tackling pupils’ under-performance.

Sample pupils’ work

1 Agree with colleagues the sample and how the outcomes will be used.

2 Arrange for a suitable sample of pupils’ work to be available, ensuring a range across ability and year groups.

3 Make judgements which identify standards in relation to objectives, teacher and pupil expectations and rates of progress.

4 Use the outcomes to discuss with colleagues areas of effective practice, development issues and groups of pupils for intervention.

Discuss work, progress and attitudes with sample groups of pupils

1 Agree with colleagues the sample and how the outcomes will be used.

2 Arrange meetings with a suitable sample of pupils, taking into account the ability range and year groups.

3 Make judgements about pupils’ attitudes, engagement and confidence in their learning.

4 Use the outcomes of the sample to discuss with colleagues areas of effective practice, development issues and groups of pupils for intervention.

Development points and priorities: Priority rank


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Delegate Assessment Task 37Continued

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Evaluating teaching and learning Effective Partly Not and fully in place in place in place

Evaluate the Key Stage 2 schemes of work to ensure that they focus on effective teaching and learning.

1 Ensure that the scheme of work:

• focuses on teaching objectives (what teachers intend that pupils should learn).

• includes cross curricular themes.

• promotes a range of appropriate teaching and learning styles.

2 Confirm full understanding and use of the agreed scheme of work by all teachers of physical education.

3 Ensure that assessment opportunities built into the scheme of work support improved learning and progress.

Observe teaching and feed back to colleagues.

1 Implement a regular system of lesson observation and feedback to teachers in Key Stage 1 and Key Stage 2 lessons.

2 Discuss outcomes of the observations with the department to share effective practice and to devise strategies for action when learning and progress do not meet planned objectives.

3 Discuss the key points arising from the observations and subsequent discussions with the school’s Senior Management Team.

Review teachers’ planning

1 Hold regular meetings with colleagues to review medium and short term teaching plans, especially with temporary, inexperienced and non-specialist teachers.

2 Ensure that medium and long term planning supports pupils’ progression.

3 Encourage joint planning, especially of lesson starters.

4 Evaluate the effectiveness of the continuing professional development programme in improving teaching and learning.

5 Ensure that there is regular debate and discussion about the quality of teaching and learning and expectations for pupils’ achievement.


Delegate Assessment Task 38Audit: Leading sustainable improvement

Complete the leading sustainable improvement audit sheet and highlight development

points and priorities for your school.


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Leading sustainable improvement Effective Partly Not and fully in place in place in place

Lead the school in discussion about priorities for the physical education at Key Stage 1 and Key Stage 2.

1 Allocate termly meeting/training time to discussion of teaching and learning in physical education.

2 Embed agreed values and approaches in physical education handbook and the scheme of work for Key Stage 1 and Key Stage 2.

3 Make links between national, school and subject strategies for raising standards at Key Stage 1 and Key Stage 2 and embed these within the action plan.

Agree targets for raising pupils’ attainment in physical education in the context of whole school targets.

1 Establish targets for improvement for cohorts, groups of pupils and individual pupils, using the outcomes of review and monitoring.

2 Link targets for pupils’ attainment to targets for pupils’ learning.

3 Cross reference targets for each year group with the unit of work and teaching plans.

Develop a strategy for the improvement of physical education at Key Stage 1 and Key Stage 2.

1 Use the physical education audit sheets and information from curriculum analysis and teacher observations to establish capacity for improvement and to identify curricular/staff/resource implications.

2 Establish curricular targets and staff development priorities with clear success criteria linked to raised pupil attainment and clear monitoring and evaluation procedures.

3 Allocate time, resources, status and responsibilities and relate precisely to time, finance and personnel available.

Lead the improvement of teaching quality.

1 Devise and implement an effective professional development strategy.

2 Share, extend and improve effective teaching.

3 Challenge and support the improvement of ineffective teaching in physical education.

Lead the review, the construction and resourcing of the curriculum.

1 Take action as required following the regular review of the scheme of work, ensuring suitable differentiation and progression for pupils.

2 Build commitment to a set of agreed standards across the subject.


Delegate Assessment Task 39Strategies to improve cross school physical education teaching

Address the following questions:

1 Explain the need to manage change in primary school physical education.

2 Explain the key principles of change management which can be utilised to improve

physical education teaching across the school.

3 Do you need a different strategy at Key Stage 1 to Key Stage 2 to improve teaching?

Justify your reasons with solutions.

4 Who can help you achieve your goal of all teachers being able to teach physical

education with confidence and precision, to ensure physical education is consistently

‘good’ and ‘outstanding’?

Now, explain the strategy that you will employ to improve physical education teaching

across the school. Use the work you have completed previously on judging standards,

evaluating teaching and learning and the leading sustainable improvement audit sheets

to help focus your answers.

Delegate Assessment Task 40Advocacy skills

Using one of the scenarios below, create a two year action plan that creates a more

dynamic and effective PE provision. Decide what you would do first and how you would

“market” and “communicate” your plans.

Scenarios:

1 The school has good physical education facilities including a playground which is well

marked, an onsite indoor hall and extensive playing fields. Three teachers have good

physical education experience and enjoy teaching physical education. However, their

planning is sometimes weak and is never given a great deal of thought. One of these

teachers doesn’t teach outside.

2 The other four teachers are in their first two years of teaching. They have come to

teaching following a first degree and a postgraduate certificate in general education

with limited physical education training. Three of these teachers work tirelessly to

get things right but lack experience. The other tries to avoid teaching PE because

she doesn’t like it and had a poor experience as a pupil. She is a good Key Stage

2 colleague but is keen to have her physical education lessons delivered by a

visiting coach.

3 The school is in a route to improvement category and behaviour across the school

is an issue. Whilst the school run some extracurricular sport there is limited success.

The senior management team and governing body are fixated with literacy and

numeracy performance. One governor has a clear educational philosophy grounded

on years of experience as a psychologist. He believes that educational success is

routed in building a successful culture in school through sport, music and art where

every child can be a performer and develop their self-confidence and character. He

has been highly critical of the physical education teaching at a recent governing

body meeting.

4 At the last Ofsted inspection, unusually, four physical education lessons

were observed, (possibly because of the focus on behaviour). Only one

lesson was graded as good.

5 Standards of physical skills and mobility at Key Stage 1 are below

national expectations both on entry and at the end of Key Stage 1.


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Delegate Assessment Task 41Plan, lead, review and revise a targeted strategy for primary school physical education

Complete the tasks below using the results and analysis of the following:

• The audit undertaken to evaluate the quality of physical education provision

within your school.

• The analysis of the Judging Standards.

• The Evaluating Teaching and Learning.

• The Leading Sustainable Improvement audit sheets.

1 Create a targeted strategy for physical education improvement including

an appropriate time line for actions. Incorporate the principles of change

management relevant to primary school physical education.

2 Present the targeted strategy to the senior management team and other

relevant stakeholders. Agree and justify which elements will be the focus over

the next 6-12 months. Get the strategy signed off as part of your evidence.

3 Lead implementation of the targeted strategy at either Key Stage 1 or

Key Stage 2 over one term.

4 Evaluate ongoing progress against the targeted strategy. Monitor standards

and pupil progress for one term at either Key Stage 1 or Key Stage 2.

5 Critically evaluate the impact of your targeted strategy against improved progress

and the number of children reaching or exceeding the Key Stage expectation and

other relevant measures.

6 Draw conclusions from the impact of the targeted strategy. Suggest ways

of remodelling the strategy to ensure sustained improvements.

7 Explain how these conclusions will be used in future planning of targeted strategies

to increase the sustainability of ‘good or better’ teaching and learning.

Ensure evidence that you have completed all tasks is collated for assessment

by the Tutor/Assessor.


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SL0593 Issue 1 1/14 ©Sports Leaders UK 2014 ®