PDHPE in COGs
Supporting implementation of PDHPE as part
of the Curriculum Planning Framework
Staff Development Day
16 July 2006
Darren Neagle
Senior Curriculum Adviser PDHPE K-6
Curriculum K-12 Directorate
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
Curriculum K-12 Directorate
Revisiting the
syllabus
Curriculum K-12 Directorate
Board of Studies
• 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
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
Drug education
Human sexuality
Sun protection
Personal safety e.g. child protection
Games
Families
Physical activity
Friends
Relationships
Gymnastics
Dance
Curriculum K-12 Directorate
Overview of
learning
pg 9
Curriculum K-12 Directorate
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 nonlocomotor?
1.
2.
3.
4.
Games and sports, Dance,
Gymnastics
Active Lifestyle, Dance, Gymnastics
Personal Health Choices,
Gymnastics, Active Lifestyle
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
Students learn about groups in
which strand?
1. Games and sports
2. Gymnastics
3. Personal Health
Choices
4. Interpersonal
relationships
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.
2.
3.
4.
Communicating
Decision making
Self esteem
Problem solving
Curriculum K-12 Directorate
Skills
Communicating
Decision making
Interacting
Moving
Problem solving
Curriculum K-12 Directorate
What are the three different types of
outcomes that students will be working
towards in PDHPE?
1.
2.
3.
Knowledge and understanding,
Skills, Values and attitudes
Personal development, health
and physical education
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.
2.
3.
4.
60 minutes
120 minutes
180 minutes
240 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
Curriculum K-12 Directorate
PDHPE within the
Curriculum
Planning
Framework
Curriculum K-12 Directorate
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, 2005
Curriculum K-12 Directorate
https://detwww.det.nsw.edu.au/policies/curriculum/schools/index.shtml
Curriculum K-12 Directorate
https://detwww.det.nsw.edu.au/policies/curriculum/schools/index.shtml
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
Fundamental movement skills
What are fundamental movement skills?


The building blocks of movement and successful
participation in games, sports and other activities.
Three categories:
 locomotor (run, leap)
 non-locomotor (static balance)
 manipulative (catch, throw, kick)
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
Physical activity and FMS
Personal
health choices
Confidence and
Decrease in
obesity
Competence
Achievable for
all students
Increase in
physical
activity
Enjoyment
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






12 fundamental movement skills
How to observe - checklists
How to teach - examples
How to program - ideas
Video 1 - Show me how
Video 2 - Teach me how
Issued to all schools in 2000
Transferred to DVD in 2005
Curriculum K-12 Directorate
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
Provide opportunities
for students to
demonstrate what they
know and can do
Is fair and valid
Is inclusive of all
learners
Explicit quality criteria
Curriculum K-12 Directorate
Curriculum K-12 Directorate
Our assessment practices
The Rich List
How many PDHPE
assessment
strategies can you
name?
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
Outcomes – Stage 2
Discussion time
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
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.
COG unit: Living land Stage: 3
Year: 5, Point-in-time: mid year
Learning experience: Analysing risk in the school environment
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
Curriculum K-12 Directorate
of the processes and skills.