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.
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 “what are we playing today” to “what are we learning today?”
An example is the role of a support player, related to the outcome: develop and implement appropriate rules, strategies and tactics for selected movement scenarios.
PLC: Transfers and adapts tactics according to purpose to participate successfully across a range of physical activities
Example of observable skill: demonstrates an understanding of the role of support players and uses them effectively to create advantage.
During a lesson, there is obviously a large range of physical activities that could be used to develop this skill.
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A large focus of my recent course was on Explicit Teaching and Visible Learning, with visible learning intentions and success criteria displayed and referred to throughout a lesson.
A starting point for the faculty that I see is obviously our Year 10 Assessment Task.
If we have 8 lessons to assess this task, that’s 2 lessons per PL element, however you could assess more than 1 within a lesson, such as Movement Competencies as well as Motivation and Behaviour Skills.
A sample lesson of how I will apply the Physical Literacy Growth Tracker (I will share this) in a game of softball:
10% of class will be observers using this sheet to assess students you identify at the time. They will pass on feedback to that student on how to improve, then the student observed will become an observer.
Learning goal: Student can successfully hit the pitched softball while batting as well as catch and throw.
Success criteria: The student hits the ball fairly into space without being caught on the full. The student moves to catch throws and hits, and throws toward their intended target.
Provide examples of each grade, play for 10-15 minutes, chat to observers and compare before they go to give their feedback to the student (1 was observed per observer). This student become a new observer.
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