It seems to me that most edu-blogs written in 2019 have referenced at least 1 of 2 important names, Hattie and/or William. With good reason, visible learning and formative assessment are proven to make a positive impact on student learning when used effectively. Teachers are caring but time-poor, so we want to find the things that we can do for the best value for energy! In the PE teaching world, an important concept to shape our future direction is physical literacy with a spotlight provided by Sport Australia . It is important for NSW PDHPE teachers to understand this because the model, along with the Physical Literacy Continuum sits nicely with the new PDHPE syllabus (2019-2020). A few years ago I was asked to provide evidence of my faculty’s use of formative assessment which I struggled to do. In response the interviewer/assessor explained that PE teachers are always formatively assessing. For example, if a teacher begins a softball unit they will not begin by asking pairs o...
Below is advice I provided colleagues, which could be useful to other faculties. It assumes an understanding of the Physical Literacy Continuum, however this understanding can be developed by following the link to start. https://education.nsw.gov.au/teaching-and-learning/curriculum/key-learning-areas/pdhpe/physical-literacy The NSW PDHPE Curriculum website above is a good reference point for the Physical Literacy Continuum. The PLC is a tool that was developed from the old syllabus, and then the new syllabus was created alongside the PLC. To me, this makes sense when you look at our stage 5 units (How Can I Achieve That?" and "Take On A Role") compared to the traditional “Basketball” or “Athletics” units. “Shifting Thinking in PE” is about moving the focus onto the outcomes such as “appraises and justifies choices of actions when solving complex movement challenges” rather than focusing on a specific sport. “It’s about changing student dialogue from “wha...