2016 Conference - Life after levels: assessing the whole child in primary PE
1.
2. Life after Levels: Assessing the whole
child in primary PE
Hannah Vecchione
Director of PE and Sport/specialist Leader of Education St John's RCPS
Sue Cook Programme Manager, Youth Sport Trust
3. Life after Levels: Assessing the
whole child in primary PE
In this session, we will:
• Explore assessable outcomes in and through PE
in a primary setting;
• Consider how to develop an assessment system
for your school with the learner at the heart
4. “Sport…. Teaches our children how to rise to a
challenge, nurturing the character and
discipline that will help them to get on in life. It
encourages us all to lead healthier and more
active lives. It is good for our economy ….. and
it is good for society too.
PM David Cameron
Sporting Future: A New Strategy for an Active Nation. December 2015
7. Over to you……
• Split into 2 groups
• Each group select:
• One of the activities (with its
learning outcome);
• 2 of the other ‘I can..’ statements
In your group, discuss:
•How could you deliver your activity to develop or show the
non-physical ‘I can…’ statement as well as the ‘physical’?;
•What would you expect to see, or what questions would you
ask to enable you to assess these outcomes?
8. Assessing the Whole Child
A School’s Perspective
Hannah Vecchione
St John’s RC Primary School
Manchester
10. • Skills posters – what skills and competencies
would we like the children to leave us with?
• Curriculum map – to ensure breadth
• Objectives overviews – to give a guide for
progression
• Plans for each year group in FMS/gymnastics,
FMS/dance, FMS/games, FMS/ athletics, FMS OAA
for the half term as a guide
• Detailed Assessment Criteria
• Assessment Overview for each year group
• Skills 2 Achieve
What Did We Do?
12. Skills2Achieve
Think about our earlier discussion….
Skills2Achieve can help us plan for, measure (and record) outcomes:
www.skills2achieve.org
Slide 18
17. Skills2Achieve
Schools and pupils
can add clubs and
interests in school and
at home
And in addition ......
And keep club registers
And use this to help track sport premium impactgiving a full profile of their
physical literacy journey www.skills2achieve.org
19. • What will work for your school?
• What will need to be changed/adapted?
• How will you share the information with
your staff?
• How will you give them the planning?
• What is your current assessment method?
• How will you record your assessments in
PE?
• What work do you need to do? Action plan?
What now?
Editor's Notes
Refer back to the ‘gingerbread’ comments – physical skills but also personal qualities and attitudes we want to foster
Let’s be clear on assessment. We are focused on assessment FOR learning – an ongoing process of improvement and development. Testing, recording and reporting are part of that process – but at the heart of what we are doing are the learners – where they are; where they are going (refer to flip charts), what journey they will take and how will we (and they/ their families) know that they are progressing
And it’s not a ‘one size fits all’ process. Refer to the flipcharts – there are lots of things that we want to achieve, or claim that we achieve in and through PE – but how many of them are by consequence; how many are actually planned for? And how do we value, measure, assess them? For example, how/ do we value the child who does not perform well physically, but really understands what they are trying to achieve (like me in volleyball!); or the one that finds solutions; supports others; always joins in and tries – even when they find it difficult
We’re going to explore an approach that might help you to plan for, value and assess individual development within a physical context and at the same time ensure an 80:20 split as expected by OFSTED. Envelopes contain learning outcomes in the form of ‘I can…’ statements for 2 activities; 2 activity cards (one for each ‘outcome’) and 4 other ‘I can…’ statements (all taken from Skills2Achieve). After this task, Hannah will go through an approach that she is using at her school in Manchester.
To help this we have – click to detailed content (NB – depending on time; allow at least 5 mins for final slide/ action planning – pref 7-10)
Healthy, Social, Thinking, Physical Me – and children can log their own progress in their – log books
And a pupil access. Pupil profiles are generated…
Showing their strengths in each theme and areas for development.
And progress over time can be tracked and compared by gender, ethnicity, PP and SEN/D
You can even use it to keep club registers and children can record activities out of school. Lite version available after Easter – visit stand. Also looking at a secondary Skills Passport – support transition (pilot next term)
Think about your own school situation. What will you take away for your school? What has been most/ least useful? Feedback sheet on way out.