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Session 4 - Learning episode 1

week 4

Teaching strategies leading to outstanding teaching and learning 

Reflective Activity

Using the Ofsted Framework generic grade descriptors and the teaching section of the supplementary PE subject guidance, critically examine the differences between 'good' and 'outstanding' teaching in groups of three.

Consider the key words and phrases, and analyse what 'good' and 'outstanding' will look like in practice
7405 Supplementary PE Ofsted Guidance168KB–pdf
Size: 168KBFile format: pdf
Education-Inspection-Framework-afPE-Summary-Guidance-1639KB–pdf
Size: 639KBFile format: pdf

Reflective Activity

On a piece of paper write the word ‘OUTSTANDING’ in the middle.

Around the outside, please write the key indicators of outstanding teaching.
outstanding

OUTSTANDING PE LESSONS

There are some key features that contribute to an outstanding lesson and the strategies used to get consistency across the department.

IMPLICATIONS OF THE NEW OFSTED FRAMEWORK

Achievement of Pupils

  • Demonstrating progress over time
  • Students ability to refer to their learning & progress

Quality of Teaching

  • Reading, writing, communication and mathematical skills
  • Seating plans with performance data and target groups
  • Lesson plans annotated to show amendments

Behaviour

  • Must be dealt with in line with school policy

KEY FEATURES OF AN OUTSTANDING PE LESSON

Astute PLANNING

  • Period of reflection – to establish starting points / including the progress of specific students
  • Identify objectives
  • Consider groupings

Provide opportunities for students to work INDEPENDENTLY

  • Developing leaders
  • Providing learners with the structure and tools to drive their own learning
  • Establishing a culture of independence

Other examples include:

  • Personal challenge without teacher instruction
  • Seeking help from peers / resources before teacher input

CHALLENGE

  • Specific student inclusion and extension strategies
  • Groupings – use of G&T / support for the less able
  • Questioning

Other examples include:

  • Establish previous knowledge
  • Setting personalised targets
  • Recognising when to reduce challenge

Forms of ASSESSMENT   & Demonstrating LEARNING & PROGRESS

  • Learning checks / Mini plenary
  • Targeted questioning
  • Self/peer assessment
  • Embedding of pupil friendly AfL
  • Differentiation – by task & outcome

Reflective Activity

Identify what outcomes you want to see as a result of 'good or better' teaching.

Ensure that you focus on the pupils. To emphasise outcomes for pupils use the phrase:

"The difference that PE in this school makes to the lives of young people is quite remarkable"

What are teachers looking for in pupils as a result of 'good or better' teaching?

Describe the key characteristic of and desired outcomes from 'good or better' teaching and learning.
Afpe outcomes 2019

Reflective Activity

You are going to review the lesson as an observer, using the template provided.

It is heavily edited, but you must check off with a + where you see evidence of outstanding teaching - use your poster from the previous activity to do this.
PE
Lesson Observation

Reflection Activity

  • What were your overall thoughts about the quality of the lesson?
  • What was good?
  • What was not so good?
  • Would you have done anything different?

Reflection Activity

Facilitating ‘good’ to ‘better’ teaching and learning

Using a format similar to the template below, produce an action plan which enables the areas for development in ‘good’ teaching to move to ‘better’ teaching.

Start in the top left hand corner and work in a clockwise direction.
good to better
action plan template25KB–word
Size: 25KBFile format: word