Workshop 21:

Placing PE at the heart of

your schools values

Nick Shaffery Wolverhampton PASS

Tom Ratcliffe Heath Park School

Matt Pauling Youth Sport Trust

What is the purpose of PE in your

school?

Would your students, colleagues, SLT & parents give the same answer?

Physical Education

Ambition

Confidence

Creativity

Respect

Enthusiasm

Determination

Authentic Engagement

Engagement

Autonomy

MasteryPurpose

Relevant curriculum?

“If you don’t measure it you don’t

value it.

How do we make PE more relevant

to the values, aspirations and

needs of our young people?

WULF PACK

Placing PE at

the heart of your

schools values

…happy, active, confident,

determined, successful, risk taking,

team-members who work together

towards excellence showing respect

and a love of learning

Whole School

Challenges

WULF PACK

Curriculum timeEmployability

Attendance

Mental WellbeingObesity

Inclusion

Transition

Student engagement

WULF PACK

A really clear, focused, single message

‘What PE does’What is missing

A vision to advocate upwards

Start with most important question……What is the purpose of PE in your school?

Can we be brave enough to define these?

Skills Matrix

WULF PACK

In Wolverhampton we are fortunate because……..• 3 SGOs working closely together under PASS.

• Strong Secondary and Primary Sports Associations that enables close working ties.

• School Improvement Partnership involving all of the City’s schools operating at HT level. PE and Sport Board is part of this.

• Everyone bought in and felt the need for a common language across the City

• Common, but flexible enough to adapt to individual school needs

• NOT replacing the PHYSICAL

THEME Skills Matrix Themes Our Focus Operational (agreed focus)

Emp

ath

y

Competent Lf1

Confident Lf2 Confident Lf2 Relationship Management Ea1

Responsible Lf3 Responsible Lf3

Respect Lf4 Respect Lf4 Innovator Ea2

Self-management Lf5

Evaluator Ea3

Res

lien

ce

Reflective Lg1 Reflective Lg1 Problem solving Ea4

Resilient Lg2 Resilient Lg2

Shared identity Lg3

Communicator Lg4 Communicator Lg4

Cre

ativ

ity

Relationship Management Ea1

Innovator Ea2

Evaluator Ea3

Problem solving Ea4

WULF PACK

MasterySecureDevelopingEmerging

I am…

REFLECTIVE

I am…

A COMMUNICATOR

I am…

RESILIENT

I am…

RESPONSIBLE

I am…

CONFIDENT

I am…

RESPECTFUL

Mas

tery

(Cre

atin

g)

To be able to evaluate

learning and performance

and create ways to

successfully develop

solutions that consistently

improve intended

outcomes.

To confidently use both

verbal and non-verbal

communication skills in a

variety of settings and

situations that show clear

subject knowledge and use of

appropriate terminology.

To independently analyse

and then act upon

setbacks to overcome

challenging situations in

order to move forward

physically, socially,

cognitively and

emotionally.

To take responsibility for

physical, social and mental

wellbeing on a regular basis

outside of school.

To be able to work

independently and

collaboratively to produce

successful outcomes

To have a high level of

confidence and maturity to

ensure progress is evident

in a number of different

roles within a range of

activities

To observe others rights,

feelings and thoughts and

be able listen to and act

upon these in a supportive

and respectful way.

Secu

re

(Eva

luat

ing)

To take into consideration

and prioritise all the

relevant factors and

opinions needed to improve

performance.

To be able to express ideas

confidently and clearly in

group situations showing

clear subject knowledge and

use of appropriate

terminology

To be able to reflect on

challenging criticism from

staff and peers in a

positive way and accept

advice on how to move

forward.

To work effectively and

begin to take ownership of

my own and others learning

through varied roles

To express ideas

confidently and clearly in a

variety of group settings

To listen to and challenge

others point of view or

actions in a respectful way

De

velo

pin

g

(Ap

ply

ing)

To regularly act upon

internal and external

feedback to develop

learning and improvement

in performance.

To use both verbal and non-

verbal communication skills

when leading others in a

physical activity.

To demonstrate a

determined attitude when

learning a new skill or

experiencing a new

activity

To listen to others and take

responsibility within a

group to achieve desired

outcomes

To have the confidence to

work with others outside of

my friendship group

expressing ideas and

thoughts clearly

To respect the views,

actions, feelings and rights

of others outside my

friendship group

Eme

rgin

g

(Id

en

tify

)

To be able to identify areas

of strength and

development in my own

and others learning.

To respond both verbally and

non-verbally to instructions

and be able to question for

clarification and make

suggestions for progress

To listen to and act on

advice from staff which

may direct you on a

different pathway

To contribute to the success

of each lesson through

regular attendance, correct

kit and a safe and

responsible attitude.

To take part in physical

activity with growing belief

and the confidence to work

with others

To enable learning to take

place by respecting oneself,

facilities, equipment and

the rights of everyone

within the learning

environment.

WULF PACK Wider Understanding of Learning For Physical Assessment, Character and Key-skills

WULF PACK

©WULF PACK September 2016

I am…REFLECTIVE

Mastery

To be able to evaluate learning and

performance and create ways to

successfully develop solutions that

consistently improve intended

outcomes.

I can watch a performance and identify aspects and can advise on how to improve I can act on feedback and develop solutions to improve performance

I can offer more than one way to improve performance based on forward thinking

I can be innovative giving different ways that performance could be improved using

technical language

I can analyse more than one form of feedback and prioritise, making a plan ways to improve

I can make a plan that matches my individual needs and allows me to consistently improve

outcomes in an area

Secure

To take into consideration and

prioritise all the relevant factors

and opinions needed to improve

performance.

I can watch a performance and identify key points of strength and areas to improve

I can judge a performance and comment technically against a set criteria

I can judge a performance and award a mark against a criteria

I can analyse a performance and comment on strengths and areas to improve

I can compare and contrast performances in order to improve performances

Developing

To regularly act upon internal and

external feedback to develop

learning and improvement in

performance.

I can watch a performance and identify key points

I can make changes to my performance by using feedback from others

I can understand and question feedback received to improve performance

I use the feedback from others to identify areas to improve performance

Emerging

To be able to identify areas of

strength and development in my

own and others learning.

I can watch a performance and comment on aspects when asked

I can observe a performance and say things that I like and things that I dislike, giving

reasons for my comments

I can identify a way to make a performance or a skill better by watching my own or others

performance

WULF PACK

©WULF PACK September 2016

How do we apply this in schools?

How will Staff and Students recognise the behaviours within lessons?

Relationship between behaviours and outcomes .....supporting assessment

WULF PACK

Vs

Jack attends

an elite

gymnastics

club and is

hoping to

compete in the

2020 Olympics

Sarah is very low

ability and

struggles to

perform any

movements that

require a level of

flexibilityWhat is the purpose? Where

is the engagement?

What is being mastered?

What is being assessed? Where’s Jack’s

challenge? Is being physically strong

enough?

Is being physically weak the end of the

world? Does this mean Sarah gets a terrible

grade?

Tom: Our story……

So how does all this actually play out in

the classroom??

Keeping the physical at

the centre of Physical

Education!

Tom: Our story……The split-screen approach – starting point – embedded throughout

Experimenting /

Not Perfect

Physical Achievement

Skill

Tom: Our story……The split-screen approach - Planning

Achievement Skill Mapping Document

PR

IOR

ITY

Tom: Our story……

Lesson 1: Introduction to module and learning opportunity

Lesson 3: Team motivation and influence on performance

The split-screen approach - Delivery

Tom: Our story……The split-screen approach – Assessment

“If you don’t measure it, you don’t value it”Formative

Summative

Tom: Our story……

Year 2???

1. Do we repeat Year 1?

2. Do we personalise learning and focus on areas for development? i.e this

student concentrates on Resilience & Confidence

3. Do we do a bit of both? i.e. Cricket = Respect + student picks a secondary

skill(s) to focus on throughout the year (Confidence/Resilience)

Sta

ge

of

Le

arn

ing

Achievement Skills

Where next?•Focussed Learning Conversations•Understanding and transfer of skills•Upwardly influence – advocacy to City wide SLT/HT forum

•Trial and evolution

WULF PACK

How closely do you align the

needs of your students to the

outcomes THEY take away from

PE?

How clearly do you communicate

this?

What is the purpose of PE in your

school?

Could your students, colleagues, SLT & parents

give the same answer?

Student outcomes

(need)

School values

Physical Education