1. Teacher only days – What is the best use of our time? Anne McKay Unitec amckay@unitec.ac.nz 2 December 2011amckay@unitec.ac.nz

2. To gather and share ideas of how to use teacher only days with the aim of ensuring the best use of time for teachers

3. What has worked so far? What have you done already that has been a good use of time? PlusMinusInteresting

4. Be clear about what you want to achieve on the day/s

5. For example Develop a vision/philosophy from which the department can use as a platformthat can be used to make decisions Outcome A representation of the vision

6. or To develop a year 13 programme that builds on the learning from year 9 and that meets the identified graduate profile for a year 13 physically educated student. Outcome. A year 13 programme

7. Setting the scene http://nzcurriculum.tki.org.nz/Mini stry-curriculum-guides/Secondary- middle-leaders/Curriculum-design- and-review/Department-goals

8. Department philosophy/vision

9. Graduate Profile What do you want a physically educated student by the end of year 13 to be able to Know and understand Be able to do

10. Effective pedagogies WHY… What is important and how do I know WHO HOW.. what are the strategies…pedag ogical choices WHAT… The what, and what happened as a result

11. Learning Inquiry

12. Data Evidence Student voice Teacher voice Teacher observation Student work Achievement data

13. From Data to Evidence

14. NZQA statistics analysis and follow up questions http://www.nzqa.govt.nz/studying-in-new-zealand/secondary-school-and- ncea/secondary-school-statistics/secondary-statistics-user-manual/ http://www.nzqa.govt.nz/studying-in-new-zealand/secondary-school-and- ncea/secondary-school-statistics/secondary-statistics-user-manual/

15. Ongoing reflection and inquiry Student voice What helps them learn? What hinders learning? What do they want to learn? Trigger activities Teacher observation and evidence Marking/conversations

16. Focusing Inquiry What is important (and therefore worth spending time on), given where my students are at?

17. Knowing your learner

18. Why did they take Physical Education? What sport or physical activity are they involved in? What else are they involved in? In school, out of school, with family? What other subjects are they taking? How might this support physical education learning? What physical education learning do they bring with them from the previous year? Who is in your class

19. How many are considering taking physical education next year or what could they use in their chosen field beyond school? What ethnicities are in your class? Why is this useful to know? What do they want to do when they leave school? What are their literacy levels?

20. What do you want them to learn? Movement and Hauora Physically educated students will: Understand how movement contributes to their hauora Understand how movement contributes to healthy communities eg how sports clubs contribute to community cohesion Take action to enhance their own and others hauora. e.g. organise a walking group Understand the benefits of life-long participation in movement so that students feel confident and competent enough to be able to choose to be involved in physical activity throughout their lives Understand the body Physically educated students will: Understand how to learn physical skills and apply this knowledge to new contexts and environments. Use biophysical knowledge to understand how our bodies move e.g anatomy, biomechanics, exercise physiology, sports psychology, nutrition. Understand how perceptions of our bodies are conditioned by culture and society, investigating the many and varied ways that the active body is portrayed in the media Consider both biophysical and socio-cultural knowledge to think critically and holistically about the place of the body in society. (e.g. critically analyse the fitness industry’s impact on an individuals hauora) Develop the ability to think, in action and reflect on action e.g. apply tactical decision making to games The joy of movement Physically educated students will: Derive joy and pleasure from moving in a range of contexts Understand that there is intrinsic value in participating in movement Arnold, P. (1979). Education, Movement and the Curriculum. In Meaning in Movement, Sport and Physical Education. Fakenheim Press. E.g. play games for inherent fun of playing. Actively enjoy participating in activities which involve challenge and extend them by exploring and testing their spiritual, physical, mental and emotional limits both individually and in groups. Understand the concept of being the best they can be. E.g. the thrill of excelling The role of movement in society Physically educated students will: Understand that movement contexts and activities have a social and cultural heritage which can both contribute positively to society (e.g. bringing people together to celebrate) and also play a role in maintaining taken-for-granted assumptions (e.g. fit and healthy = skinny). learn more Take action to improve outcomes for participants. This may be in response to clearly identified needs and/or where inequity is an issue e.g challenge discriminatory language. Team work and leadership Physically educated students will: Understand and apply leadership, teamwork and interpersonal skills necessary to contribute positively to communities Understand how to balance rights, roles and personal and social responsibility;

21. Teaching Inquiry Scaffolding Knowledge Unit Writing Resources What assessment mode?