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Waterloo School

In order for us to meet our goal of providing quality PE to our students, we will need to continually assess and review teaching practices and provide professional development on an ongoing basis.

Aim/Focus: Curriculum

  • To provide quality physical education (PE) lessons, fitness sessions, and sports sessions to ready each student for life
  • To enable students to participate in frequent and regular physical activity, which is essential for optimum physical growth
  • To develop positive attitudes towards an active lifestyle
  • To ensure students gain maximum physical and social benefits through the acquisition of motor skills and the knowledge and attitudes developed during learning
  • To provide teachers with a clear and logical progression of fundamental movement skills
  • To provide professional development to teachers

Background

Waterloo School elected to be part of the School Community Physical Activity Project (SCPAP) contract to help in addressing some identified areas of inconsistency in the delivery of PE.

The highlighted areas of concern were:

  • a lack of continuity/progression in the teaching of PE skills throughout the school
  • a focus of PE on "game"-oriented activities rather than ‘skill’-based learning
  • teachers lacked confidence and direction in the delivery of quality PE lessons
  • inadequate resourcing.

In order to address these areas of concern, it was decided to develop a PE folder that would outline a progression of fundamental skills to be taught throughout the different areas of the school.

Process undertaken

To identify the needs of staff and students of Waterloo School, the Lead Teachers put together a survey for staff and another for students.

The results of the surveys were collated and highlighted a need for a well-balanced PE programme that would cater for a progression of fundamental skills from years 1 to 6.

Lead Teachers worked on designing a folder that would provide teachers with long-term plans for each syndicate and planning and assessment guidelines. The guidelines would provide clear progressions in teaching fundamental movement skills throughout the school.

Resources were bought to support the teaching and delivery of fundamental movement skills - for example, Ready to Use PE Activities Series, Ready to Use Fundamental Motor Skills, and Movement Activities for Young Children.

Professional development was planned and scheduled to help support staff in the teaching of fundamental movement skills.

Outcomes

A PE folder was compiled and distributed to staff at the end of term 1, 2007. The folder comprises six sections, including sections on Planning, Assessment, Teaching, Progressions, and Resources.

A staff meeting was held to introduce the folder to teachers and enable them to use it from the beginning of term 2, 2007.

Staff used the folders to plan and assess their PE programmes.

Ongoing professional development was provided to help give teachers confidence in teaching fundamental movement skills.

A PMI (Plus, Minus, Interesting) survey was completed by syndicates during a staff meeting at the beginning of term 3 to find out how teachers felt about using the folder and how it could be improved.

Reflection

We now have a schoolwide PE programme that caters for the progression of fundamental movement skills. Staff agree that it is easy to follow and has clear guidelines as to what is expected at each level of the school.

Barriers

  • There was a lack of information and practical resources on the teaching of fundamental movement skills.
  • The large size of our school made it difficult to maintain consistency. It also made it difficult to find space to teach PE. If everyone was out doing PE, there was never enough space or equipment.
  • Teacher attitudes about teaching PE, which stemmed from both personal experiences and confidence levels, needed to be altered.
  • There was a crowded curriculum and time management required.
  • There was a change in personnel (Lead Teachers for PE) and changes in staff.

We have addressed many of these issues during the journey we have been on in the past two years, and feel positive about the future of PE at Waterloo School.

To meet our goal of providing quality PE to our students, we will need to continually assess and review teaching practices and provide professional development on an ongoing basis. The next two years will be crucial to the success of providing quality PE sessions at Waterloo School. The journey has just begun!


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