by Val Sabin
This highly informative and unique reference manual propels the P.E. Co-ordinator / Head of Department very quickly through the administration and review processes whilst setting high quality standards in the P.E. policy, its procedures and objectives.
There are systems and master sheets for long, medium and short term planning. Minimum Expected Standards of Performance for all areas of activity in the National Curriculum linked to attainment target levels set out in great detail what the majority of pupils should be able to achieve by the ages 5, 7, 9, 11, 14, 16 and for G.C.S.E.
There are 6 different assessing, recording and reporting systems for teachers to choose from and adopt as necessary. For Physical Development in the foundation stage there are progressive learning objectives and suggested teaching activities and strategies.
Step by step guidance on policy writing for primary schools and Policy and Procedure writing for secondary schools is followed by an example P.E. policy for a primary school.
Finally, to prepare schools for inspections, key questions are presented in the form of a Pre-OFSTED inspection checklist.
This "Policy into Practice" manual contains a unique collection of Physical Education standards, systems and guidelines designed to propel the P.E. Co-ordinator / Head of Department quickly through the administration process, saving large amounts of time, whilst setting high quality standards for the school in the policy, procedures and objectives.
- The section on curriculum planning identifies the seven stages involved in long-term, medium term and short term planning. "Master" grids are included for long-term mapping and identification of activities. This ensures breadth and balance of experiences and compliance with National Curriculum requirements. Examples of medium-term planners are given which encourage structured planning of a unit of work and ideas for lesson structure are offered for short-term planning.
- Knowing what most children should be able to achieve at different ages encourages shared expectations, co-ordinated planning and helps to ensure continuity. "Minimum Expected Standards" provides an extensive and very detailed record of what the majority of pupils can achieve in each area of activity by the ages of 7 years, 9 years, 11 years, 14 years and 16 years and in G.C.S.E. Physical Education. The standards are linked to the appropriate level description of the Attainment Target to assist with the process of assessment.
- Assessment is an integral part of the planning process and "why" "what" and "how" to assess are addressed in some detail. A "master" sheet is also included which encourages the communication of assessment criteria to pupils at the beginning of a unit of work.
- The questions of "Why record?" and "How much do we record?" are addressed and six different recording systems are outlined with accompanying "master" sheets or grids (31 in all). Any one of these systems could be used as presented or adapted to suit the particular needs of the school and enable accurate and meaningful reporting.
- Foundation Stage children need many opportunities to learn and develop through engaging in a curriculum offering both structured play planned and guided by the teacher and activities initiated by the children. The Foundation Stage guidance breaks the Early Learning Goals down into more specific expectations, then details the learning objectives through which they can progress (stepping stones) to reach the expectations. Possible teaching strategies are also identified.
- Policy writing is a fundamental part of management and should describe the practice of the PE department. Primary school co-ordinators are led through a step-by-step guide to writing a policy and then shown an actual example of a school document. Within this section is a detailed suggested format and contents of a Secondary School Policy and Procedure Handbook.
- Finally, to help schools prepare for an OFSTED inspection, a pre-inspection checklist is included.
In summary this manual ..
- ..proceeds through systematic long term, medium term and short term planning of the curriculum.
- ..provides a selection of assessment, recording and reporting systems to adopt or adapt.
- ..includes over fifty photocopiable forms to ease your workload... all compatible with the National Curriculum.
- ..details Minimum Expected Standards of Performance in all six areas of activity from five to sixteen years and for G.C.S.E. (This is a substantial and very detailed additional section covering Minimum Expected Standards of Performance for gymnastics, games, dance, athletics, outdoor and adventurous activities and swimming and is intended to add extra focus and empowerment to a school's planning and assessing processes).
- ..provides continuity throughout a key stage and from one key stage to the next.
- ..is an invaluable aid for planning schemes of work.
- ..includes a substantial additional section, which suggests detailed learning objectives,teaching strategies and activities for planning well-balanced Physical Development in the Foundation Stage.
- ..gives a detailed step-by-step Guide to writing a well-structured and comprehensive P.E. Policy document for primary schools and a P.E. Policy and Procedures Handbook for secondary schools.
- ..provides an example of a primary school P.E. Policy document.
- ..has a checklist of key questions to help prepare the department for an OFSTED inspection.
