Curriculum K-12 Directorate 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 K-12 Directorate 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

Curriculum K-12 Directorate

Revisiting the syllabus

Curriculum K-12 Directorate 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

Curriculum K-12 Directorate Fundamental movement and physical activity Active lifestyle Dance Games and sports Gymnastics Healthy choices Personal health choices Safe living Self and relationships Growth and development Interpersonal relationships Skills – Communicating, Decision-making, Interacting, Moving, Problem-solving

Curriculum K-12 Directorate 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.

Curriculum K-12 Directorate Rationale Encourages an understanding and valuing of self and others. Promotes physical activity. Emphasises informed decision making, leading to effective and responsible action.

Curriculum K-12 Directorate 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

Curriculum K-12 Directorate Overview of learning pg 9

Curriculum K-12 Directorate PDHPE

Curriculum K-12 Directorate Which is NOT a content strand of the syllabus 1.Safe living 2.Gymnastics 3.Personal development 4.Dance

Curriculum K-12 Directorate Students learn about nutrition in which syllabus strand? 1.Growth and development 2.Personal health choices 3.Active lifestyle 4.Interpersonal relationships

Curriculum K-12 Directorate In which syllabus strands do students learn about locomotor and non- locomotor? 1.Games and sports, Dance, Gymnastics 2.Active Lifestyle, Dance, Gymnastics 3.Personal Health Choices, Gymnastics, Active Lifestyle 4.Gymnastics, Growth and Development, Dance

Curriculum K-12 Directorate Students learn about personal identity in which syllabus strand? 1.Growth and development 2.Interpersonal relationships 3.Active lifestyle 4.Personal health choices

Curriculum K-12 Directorate Students learn about families in which syllabus strand? 1.Growth and development 2.Interpersonal relationships 3.Safe living 4.Personal health choices

Curriculum K-12 Directorate Students learn about effects of physical activity in which strand? 1.Games and sports 2.Gymnastics 3.Personal Health Choices 4.Active Lifestyle

Curriculum K-12 Directorate 1.Games and sports 2.Gymnastics 3.Personal Health Choices 4.Interpersonal relationships Students learn about groups in which strand?

Curriculum K-12 Directorate Content strands Active Lifestyle Dance Games and Sport Growth and Development Gymnastics Interpersonal Relationships Personal Health Choices Safe Living

Curriculum K-12 Directorate Which is NOT a skill of the syllabus? 1.Communicating 2.Decision making 3.Self esteem 4.Problem solving

Curriculum K-12 Directorate Communicating Decision making Interacting Moving Problem solving Skills

Curriculum K-12 Directorate What are the three different types of outcomes that students will be working towards in PDHPE? 1.Knowledge and understanding, Skills, Values and attitudes 2.Personal development, health and physical education 3.Communicating, Decision Making, Interacting

Curriculum K-12 Directorate Nutrition education is included as part of which broad Foundation Statement strand ? 1.Physical Activity and Fundamental Movement 2.Healthy Choices 3.Self and Relationships

Curriculum K-12 Directorate How much time do schools need to allocate to planned physical activity each week? 1.60 minutes minutes minutes minutes

Curriculum K-12 Directorate Scottische is… 1.A dance 2.A gymnastics movement 3.A hurling game 4.A modified Scottish ball game

Curriculum K-12 Directorate

PDHPE within the Curriculum Planning Framework

Curriculum K-12 Directorate

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,

Curriculum K-12 Directorate

Curriculum K-12 Directorate 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)

Curriculum K-12 Directorate 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

Curriculum K-12 Directorate 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

Curriculum K-12 Directorate More students… more active… more often.

Curriculum K-12 Directorate What are fundamental movement skills? u The building blocks of movement and successful participation in games, sports and other activities. u Three categories: locomotor (run, leap) non-locomotor (static balance) manipulative (catch, throw, kick) Fundamental movement skills

Curriculum K-12 Directorate 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

Curriculum K-12 Directorate Achievable for all students Enjoyment Confidence and Competence Decrease in obesity Increase in physical activity Physical activity and FMS Personal health choices

Curriculum K-12 Directorate 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.

Curriculum K-12 Directorate 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.

Curriculum K-12 Directorate 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

Curriculum K-12 Directorate Get skilled: Get active u 12 fundamental movement skills u How to observe - checklists u How to teach - examples u How to program - ideas u Video 1 - Show me how u Video 2 - Teach me how Issued to all schools in 2000 Transferred to DVD in 2005

Curriculum K-12 Directorate

Assessment in PDHPE

Curriculum K-12 Directorate Why do we assess?  to provide information on student achievement and progress  set the direction for ongoing teaching and learning.

Curriculum K-12 Directorate What does assessment involve? Assessment involves: comparing students against a standard making judgements about students’ achievement based on evidence collected over time.

Curriculum K-12 Directorate 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

Curriculum K-12 Directorate 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

Curriculum K-12 Directorate

Our assessment practices How many PDHPE assessment strategies can you name? The Rich List

Curriculum K-12 Directorate Evidence of learning Methods of gathering evidence of learning include: – informal observation by the teacher – questioning – peer evaluation – self evaluation – structured assessment activities.

Curriculum K-12 Directorate 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?

Curriculum K-12 Directorate Methods of assessing learning in PE Observation, anecdotal records Skill performance Peer assessment Self assessment Analysis of performance Creating / composing Solving movement problems

Curriculum K-12 Directorate 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?

Curriculum K-12 Directorate 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?

Curriculum K-12 Directorate 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?

Curriculum K-12 Directorate 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?

Curriculum K-12 Directorate 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?

Curriculum K-12 Directorate 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

Curriculum K-12 Directorate 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.

Curriculum K-12 Directorate 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)

Curriculum K-12 Directorate 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?

Curriculum K-12 Directorate Over to you… Common Grade Scale A Outstanding: The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. B High: The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations. C Sound: The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills. D Basic: The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. E Limited: The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.