In PE we teach using the Baysgarth Learning Model (BLM), with learning episodes ranging from one hour to several hours. As a school, Kagan is a key component in the delivery of learning and something that we as a faculty believe in. PE uses modified Kagan activities to suit the practical environment.
Trusting our Staff: As a faculty we believe that not all students, topics and activities should be taught in the same way. As a faculty we put trust in our staff to deliver high quality lessons and use the most appropriate techniques for the situation. This may mean using teaching techniques such as whole-part-whole, Sports Education (or other leadership based activities) or competition based activities (such as game based delivery) to maximise the progress of our students or allow the development of a specific skill or skill set.
Schemes of Learning: Our Schemes of Learning (SOLs) are a guideline for staff. It will not be uncommon to see staff teaching lessons out of sequence, or teaching lessons normally taught in a different year. Every PE group is different, and therefore we trust staff to use their professional judgement to select the right lesson for the group. Our Schemes of Learning are written by the team member with the greatest level of experience in that sport, therefore each sport effectively has a subject 'Champion', with that member of the team creating a CPD resource website alongside the SOL. SOLs contain a range of activities to allow students to learn, but the selection of these activities is based on the teachers own judgement.
Competition: We believe that competition has a huge role to play in the development of our students, not just in their skill levels, but in the areas of Respect, Responsibility and Resilience. Winning and losing is a part of life and something that needs to be understood by students in PE. At the same time we recognise that students need to feel included and consistently losing in PE can be detrimental to their enjoyment of PE. Therefore, all lessons should be differentiated and competition between the most able and least able in lesson should be avoided. PE is unique amongst subjects, as the performance of our most and least able is visible to all, and the need to participate together can lead to a reduction in performance for both high and low ability. Therefore, staff take care to make sure that this is carefully differentiated or conditioned.
Questioning, Refining & Evaluating: In PE we value the process of reviewing and improving work. Students regularly get the opportunity in lesson to reflect on what they are learning, as well as evaluating their own an others performance. Our questioning in PE is good, and this can be seen consistently in lessons. We use the principles of Kagan to provide these questioning opportunities and we are working on developing more structured strategies through adapting Kagan models.
Disadvantaged and SEND: We want to be an inclusive faculty, where all students feel safe, yet challenged. This is reflected in our discover curriculum, which matches the skills of our staff with the needs of some of our most vulnerable students, providing a bespoke set of activities that mirror the core curriculum and develop basic skills, in a more fun and supportive environment. We have also developed our provision for SEND and Disadvantaged students through the use of Group Dynamics sheets. These have been created for KS4 and will be rolled out for KS3 next year, and is a method that has allowed us to thing strategically about our SEND and disadvantaged strategies in lesson. We also work hard to support the mental health of our students, often supporting students individually, or encouraging a culture of teamwork and responsibility to help students support each other.
Teaching Games for Understanding: At KS4 we believe in a whole-part-whole method of teaching, allowing students maximum access to game focussed lessons to allow them to deal with more complex Tactical, Decision making and skill based scenarios.
Most importantly, PE lessons should be Fun.