How to assess an outstanding PE
lesson
Dan Wilson
Development Manager
West Yorkshire Sport
Aiming for good and outstanding teaching in PE
What are the key components of an outstanding PE
lesson?
How can schools improve the quality, consistency and
impact of their Physical Education lessons?
What support is available to improve the quality of PE in
your school?
“The most important purpose of teaching is to raise pupils’ achievement.
Inspectors consider the planning and implementation of learning activities
across the whole of the school’s curriculum, together with teachers’ marking,
assessment and feedback to pupils.”
Ofsted Inspection Framework 2013-14
Assessment and Inclusion in PE
PE Curriculum
Previously 4 areas
• Acquiring and developing skills
• Selecting and applying skills, tactics and compositional ideas
• Knowledge and understanding of fitness and health
• Evaluating and improving performance
New NC from Sept 2014
• No levels
• limited detail
• end of key stage vague outcomes
Aiming for good and outstanding teaching in PE
The new primary PE curriculum
Purpose of study
A high-quality physical education curriculum inspires all pupils
to succeed and excel in competitive sport and other physicallydemanding activities. It should provide opportunities for pupils
to become physically confident in a way which supports their
health and fitness. Opportunities to compete in sport and other
activities build character and help to embed values such as
fairness and respect.
Aiming for good and outstanding teaching in PE
Why observe teaching?
“The most important purpose of teaching is to raise pupils’ achievement.
Inspectors consider the planning and implementation of learning activities
across the whole of the school’s curriculum, together with teachers’ marking,
assessment and feedback to pupils.”
Ofsted Inspection Framework 2013-14
•
Observations include: the behaviour of the students and how well they are managed, subject
knowledge, the standard of work completed in books, the quality of marking
•
Ofsted does not favour any particular teaching style
•
Inspectors are not simply observing the features of the
lesson but they are gathering evidence about a
range of issues through observation in a lesson.
Aiming for good and outstanding teaching in PE
Task
•
Describe an ‘outstanding’ English lesson
Now
•
Describe an ‘outstanding’ PE lesson
Now
•
Identify the differences and similarities between
the two
Aiming for good and outstanding teaching in PE
What is ‘Good’ teaching?
•
Most pupils and groups of pupils make good progress and achieve well over time.
•
Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge
and understanding and enable them to develop a range of skills across the curriculum.
•
Teachers listen to, carefully observe and skilfully question pupils during lessons in order to
reshape tasks and explanations to improve learning.
•
Teachers and other adults create a positive climate for learning in their lessons and pupils are
interested and engaged.
•
Teachers assess pupils’ learning and progress regularly and accurately at all key stages. They
ensure that pupils know how well they have done and what they need to do to improve.
•
Effective teaching strategies, and appropriately targeted support and intervention are matched
well to most pupils’ individual needs, including those most and least able, so that pupils learn
well in lessons.
Download from www.wysport.co.uk/pssp
Aiming for good and outstanding teaching in PE
What is ‘Good’ PE teaching?
• Pupils of all abilities are fully included and challenged to achieve their best because learning is
planned on the basis of what pupils already know, understand and can do.
• Teachers and coaches show a detailed understanding of PE and sport and communicate this
effectively.
• Specialist coaches and volunteers are deployed effectively by teachers to provide high-quality
sports coaching and advice on how to improve performance.
• Relationships are good and expectations are high. Pupils improve their fitness and health as a result
of good teaching. Time in lessons is used effectively to engage all pupils in vigorous, physical
activity for sustained periods of time and to promote their physical fitness.
• Pupils’ learning, progress and enjoyment of PE are effectively enhanced through the use of a range
of PE equipment and video technology.
• Teachers and coaches assess how well individual pupils
are progressing and identify those who need further
challenge or additional support.
Download from www.wysport.co.uk/pssp
Aiming for good and outstanding teaching in PE
There needn’t be a ‘PE observation template’- Good teaching is good
teaching regardless of the context!
Aiming for good and outstanding teaching in PE
“I was speaking to a colleague today, one of Her Majesty’s Inspectors. He reminded me it is all
about outcomes and that it does work both ways. In a classroom he was in recently, a teacher
produced, literally, an all-singing, all-dancing lesson. There was music, comedy, costumes,
games, ‘thinking hats’, and all with clear objectives on the whiteboard. He recorded a teaching
quality grade of inadequate. Not because of the ‘performance’ on the day but because
students’ graffiti-strewn books hadn’t been marked for six months and work was shoddy or
incomplete. In contrast, he graded teaching as outstanding in a classroom where students sat
reading in silence because of the exceptional quality of students’ work and the teacher’s
marking in exercise books.”
Mike Cladingbowl, Ofsted National Director, Schools (Feb 2014)
Task
•
How do the ‘good’ teaching expectations differ from
your current practice?
•
What would move a ‘good’ lesson to ‘outstanding’?
Aiming for good and outstanding teaching in PE
What is ‘Outstanding’ PE teaching?
•
Pupils secure outstanding progress because teachers and coaches are organised and wellplanned. They use their extensive subject knowledge and expertise to show pupils the step-bystep stages of learning new skills, and how to apply skills in different activities and situations.
They question pupils to check their understanding and provide expert advice on how to attain
exceptionally high levels of performance.
•
Expectations of all pupils are consistently high. Pupils are challenged to work their hardest, even
when they begin to tire and are encouraged to find their own ways of improving their performance.
•
The pace of learning is rapid. Time in lessons is maximised to engage all pupils in vigorous,
physical activity. Pupils are physically active for sustained periods of time.
•
A wide range of equipment and resources, including computers and video technology, is used to
enable pupils to enhance their learning and performance.
•
Pupils’ progress is systematically checked throughout all key stages. Assessment data is used by
teachers and coaches to plan further challenges for more able pupils and provide additional
support for the less able.
Assessment and Inclusion in PE
Formative assessment in PE
•
Using ICT for video/ photo analysis
• Quickscan by Sportalyzer
•
Class PE book- to feature
• Learning objectives
• Success criteria
• Key vocab
• Photographs
• Drawings
• Statements/ descriptions/ written assessments from pupils and
teacher
•
Individual progress trackers
• Pupils take ownership of their learning
• Complete sections before/ after practical element of lesson
•
New curriculum class tracker
• Based on broad new NC guidelines and outcomes
• Follows class/ pupils through KS1/2
• Can be used to evidence summative assessment
Aiming for good and outstanding teaching in PE
Implications for PE practitioners
“After English and maths, PE was the most scrutinised subject”
Head teacher, Vaughan Primary School
•
Section 5 inspections- PE lessons advised to be observed
•
PE leader will be questioned about planning, quality of teaching, assessment and progress,
Sport Premium
•
Governors and HT will be questioned about Sport Premium
•
Pupils will be asked about PE, sport and healthy lifestyles
•
Coaches teaching PE lessons are judged under the same criteria as a class teacher
•
Where coaches are leading curriculum PE they must have an understanding of how children
are making progress, what the learning intention for each lesson is and all lessons must be
differentiated and fully inclusive.
•
NEW: Coaches covering PPA is seen as bad practice
Aiming for good and outstanding teaching in PE
Coaches supporting teachers
•
Coaches should work with teachers not replace them
•
Plan collaboratively and team teach where possible
•
Teachers can support with small groups
•
Leave lesson plans/ drills with the school
Aiming for good and outstanding teaching in PE
Whole school impact of PE
•
Using physical activity in other subject areas
•
Acting out sections of books in PE lessons
•
Showing relationships between planets in science
•
Analysing performances from PE lessons in maths
•
Breakfast clubs to improve attendance
•
Structured lunch time activities to improve behaviour
•
Using football to engage boys with reading
•
Using extra curricular clubs to increase achievement
Aiming for good and outstanding teaching in PE
Additional support for PE lessons
•
afPE and YST
•
Local sports club’s community trusts (eg. Saracens)
•
National Governing Bodies of Sport
•
County sport Partnership
•
School Games Organisers
Aiming for good and outstanding teaching in PE
What three things will you take back to improve:
• Your teaching
• Teaching of PE in your school
• Impact of PE in your school