Physical Education

This section contains the professional learning materials and supporting resources used during the 2022/2023 cluster CPD. The materials and resources will further support the professional learning of colleagues at school level, and of those teachers who are new or returning to the subject.

This e-booklet in PDF format contains printable resources for use during and after the online cluster CPD day 2022/23.

The e-booklet contains:

Department Planning Support Materials .................................................1

Anticipatory Exercise ................................................................................ 2

Physical Activity Areas Poster ................................................................. 3

Planning for Learning Tool Part 1 ............................................................ 5

Planning for Learning Tool Part 2 ............................................................ 6

Useful Links ............................................................................................... 7

The PowerPoint slides used during online Cluster CPD 2022/23 contains three sessions each with a different focus.

The three sessions on the PowerPoint, each focus on a different aspect of exploring the new Physical Education specification as follows.

Session 1: Explore the structure of the new JC Physical Education Specification

Session 2: Working with Learning Outcomes

Session 3: Planning a unit of learning

The soundbite slide from the end of session 1 is available for listening separately here as a screencast video.

Each contributor shares their own thoughts on considerations for Physical Education in a changing world and the opportunities and challenges this brings to planning learning for all students.

The following posters are resources shared during online cluster CPD 2022/23 that can be used to support planning for the new 135 hour Physical Education specification.

Genially, a digital platform, houses many of the resources used for online cluster CPD as stimulus pieces and activities to support teachers in exploring the new Physical Education specification.
 

The resources on Genially are:

A. A jigsaw strategy-styled activity which helps explore the language of the aim and rationale of the 135 hour specification.

B. A gamified matching strands definitions activity helps explore the language of the strands.

C. A video of one teachers journey exploring the physical activity area, dance.

D. Four podcasts as stimulus pieces to prompt thinking about planning learning with the new 135 hour specification, across a range of themes relevant to Physical Education.

Video of Roman’s Journey – Exploring Dance (13:39 min)
 

A JCT Physical Education and Arts in JC collaboration
 

Focus Question

Q. Consider which Learning Outcomes in the new Physical Education 135-hour specification you could identify in the video?

Podcast 1: (8:22 min)

Focus Question

No ball, no friends, no play?

How do you develop physical literacy in a young person?

Podcast 2: (4:18 min)  

Focus Question

Describe one example from your practice that supports inclusion of all learners?

Podcast 3:   (8:07 min)

Area of Focus:

The focus while listening to podcast 3 is, thinking about planning a unit of learning, in the context of the new JC Physical Education 135-hour Specification.

Podcast 4: (6:51 min)   

Focus Question

As a result of today what will be your next steps to prepare for the new 135-hour JC Physical Education Specification?

Google slides were used during Cluster day CPD to gather key points shared during conversations based on Focus Questions. See the PowerPoint for more detail. The Google slides were also used to share two action verb-related activities as follows.

A. Grouping learning outcomes by their action verbs - The activity is designed to help notice patterns of interest about the number, occurrence, and spread across the strands, of action verbs used in the learning outcomes.

B. Word play - This activity is designed to explore the difference a word makes to the learning, based on the individual action verb in a learning outcome, for planning and assessment purposes.