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QCA Physical Education

By Diane Taylor,2014-12-08 10:53
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QCA Physical Education

    QCA Physical

    Education

    Core Tasks

Key Stage 1 and 2 (Yrs 1 6)

    CONTENTS

     Introduction to QCA Core Tasks Pages 3, 4, 5

     Using Core Tasks to Improve attainment

    and Plot Pupil Progress in PE Page 6

Gymnastics Page 7

Games Page 15

Dance Page 31

     Outdoor and Adventurous Activities Page 39

Athletic Activities Page 44

Swimming Page 50

“QCA Core Tasks and Attainment Levels Chart”

     please refer to additional PDF attachment /document

     2

    QCA CORE TASKS Why are they useful?

    The QCA core tasks can play a useful and crucial role in bringing together pupils’ PE experiences.

; What are core tasks?

    These are standardised tasks that provide a focus and context for each unit. They are contextual in relation to units, expectations and attainment levels. They are pitched for the majority of children, with adaptations provided to make the task easier or harder. They give pupils an opportunity to use and show what they have learned in a real context suitably challenging for their

    age/ability.

; Why are core tasks useful?

They are:

    1. Contextual in relation to units, expectations and attainment levels

    2. Levelled by default to the attainment targets and outcomes

    3. Standardised tasks designed to assist assessment and measure pupil

    progress , related to the 4 aspects of PE.

They provide:

    1. Clear outcomes for pupils to achieve and for teachers analyse

    2. A complete piece of work or end product for pupils to work towards

    3. Focus and sense of directions

    4. Something that pupils can visualise

    5. Something to perform/share/celebrate

    6. A Challenge

; Where can they be found / downloaded?

www.standards.dfes.gov.uk/schemes - navigate to the PE units of

    work, click on a specific unit and then core tasks.

     3

    Using core tasks to track pupils‟ progress in

    physical education

„Authentic Contexts‟

    The core tasks in the QCA/DfES scheme of work for physical education (PE) give pupils an opportunity to use what they have learnt in an authentic context that is suitably challenging for their age and ability.

    The PE core tasks provide a complete piece of work for pupils to achieve (Similar to the final piece of work that would be put into a pupil’s portfolio or displayed on the wall in another subject). They:

    ; have been designed to match the physical, mental and emotional maturity

    of most pupils in an age group

    ; enable pupils to make progress by improving the quality of their

    performance in a particular task

    ; grow in complexity and difficulty as pupils make progress through a series

    of tasks

    ; have been written so that pupils can visualise a task they know what it

    looks like and what to aim for

    ; enable teachers to recognise and validate pupils’ progress

    Each core task covers the four aspects of knowledge, skills and understanding required by the PE national curriculum, as shown in the following diagram. The components are linked and all need to be developed in order to perform a core task well.

    The PE core tasks also provide an excellent framework for assessment for learning, as they involve an ongoing discussion between teacher and pupil about how to improve the quality of performance and make progress.

     4

    How do core tasks cover the national curriculum?

     Selecting and applying skills, Acquiring and tactics and developing skills compositional ideas

    Knowledge and

    understanding of

    fitness and health

Linking the Four Key Aspects

The revised programmes of study for physical education have been constructed

    around four key aspects. These key aspects describe the knowledge, skills and

    understanding that must be taught.

    The aspects of physical education in which pupils make progress within and across

    key stages should be seen as:

Connecting

Interrelating

Impacting upon each other

    They provide the platform for teaching, assessing and reporting

    Connecting the four aspects using an example specific to an invasion games skill - within a game or core task would be as follows:

Acquiring and developing skills

     Learn to perform a bounce pass or dribble

     Selecting and applying skill, tactics and compositional ideas Where and when to perform a bounce pass or dribble

Evaluating and improving

    Consider the other aspects and how they may be improved

     Knowledge and understanding of fitness and health Developing the necessary balance, speed and agility required

     5

HOW TO USE CORE TASKS TO IMPROVE PUPIL ATTAINMENT

    AND PLOT PROGRESS IN PE

    NB: When incorporating the use of core tasks into your teaching it is crucial

    that you are familiar with QCA units of work - particularly the Medium term

    plans and sections on pupil expectations and learning outcomes {4 strands } in

    addition to existing school PE plans and assessment material which may include :

; Assessment for learning policy ; assessment registers

    ; self-assessment tables ; child friendly level descriptors

    Once you are happy with the above you may follow this guide:

    ; Discuss and share the task with the pupils, via the use of child friendly

    learning objectives and /or reciprocal task cards, .Highlight child friendly

    success criteria and /or levels descriptors - sharing with children what

    they will be assessed on and reasoning behind this early unit task.

    ; Try to give pupils /students as much responsibility as possible in

    completion of the core task in terms of organisation of equipment etc.

    During activity assess the pupils to establish a baseline level taking into

    account some of the learning outcomes.

    ; ASAP - provide effective feedback to pupils on the levels awarded and

    give generic targets of what a level three student, for example, has to do

    in order to achieve a level four. {Only appropriate to KS 3,4}

    ; Discuss and identify what, as a group, they think they need to improve

    upon in order to perform the core task well in the future. Involve them as

    much as is possible in this.

    ; Each week teach, revisit and practise various elements of the core task

    over duration of the relevant unit of work. This should be related back to

    the whole task when appropriate. {explain this to pupils}

    ; Re-visit the full core task towards the end of the unit. You may wish to

    use self-assessment sheets as preparation for this a couple of lessons

    before. Inform the children that they will have a good deal of time to

    show their finished product in this final week/lesson (ensure you give

    them “ enough time to get good” )

    ; Consider the use of ICT to help capture their progress and attainment

    ; Make notes and/or formally record assessment relating to unit

    expectations/levels using the QCA „Plotting Progress Chart‟ and the

    schools‟ preferred recording method i.e. colour coded traffic light

    system related to Learning Outcomes and the 4 Aspects of PE, register

    with account of 4 Aspects etc

    And/or

    ; A user friendly summative class record sheet/system. Consider how

    many pupils you feel have made progress from the baseline assessment

    that you made at the start of the unit

     6

7

PE at Key Stage 1 and 2

(Year 1) Unit 5: Gymnastic activities (1)

Core Tasks

    Following are core tasks the children could be asked to carry out.

Task 1: Choose two ways of travelling, eg walking backwards safely and

    a roll, and link these to make a short movement phrase which you can remember and perform on the floor. Make sure you know where you start and finish, and what shapes you will make to start and finish.

Adaptations and variations on the task

Ask the children to:

explore the variety of ways they can perform actions, eg making different

    shapes, travelling in different ways

     change the way they perform a movement or action, eg change levels,

    speeds, pathways or directions, or use different body parts

     try to perform the same movements using apparatus

     add still shapes at the beginning, middle and end of travelling actions work with a partner, eg to copy or follow a travel sequence

    Task 2: Choose three „like‟ actions, eg three different jumps, three rolls, or three ways of taking your weight on your hands, and link these

    actions to make a short movement phrase on the floor and apparatus. You need to e able to remember and repeat your movement phrase. Adaptations and variations on the task

Ask the children to:

vary the places in which they perform movements or actions, eg through,

    across, along, between, around large or small apparatus or mats

     work with a partner, eg to copy or follow a travel sequence

     use lower, separate apparatus and link fewer actions in the sequence (this will make the task easier)

     use higher, linked apparatus and link more actions in the sequence (this will make the task harder)

     8

(Year 2) Unit 6: Gymnastic activities (2)

Core tasks

    Task 1: Create and perform a simple sequence, on the floor and using mats, of up to four elements, eg balance, roll jump, body shape. Make

    sure you have a clear starting position and that you move smoothly between shapes and actions.

    Adaptations and variations on the task

Ask the children to:

explore the variety of ways they can perform actions, eg making different

    shapes, travelling in different ways

     change the way they perform a movement or actions, eg change levels,

    speeds, pathways or directions, or use different body parts

     work with a partner, eg to copy or follow a travel sequence

     vary the sequence by using contracting actions (this will make the task harder)

     repeat the sequence using some different pathways, actions and shapes

(Year 2) Unit 6: Gymnastic activities (2) cont‟d

Task 2

    Transfer your sequence to a combination of floor, mats and apparatus, eg move from the floor to finish on apparatus, or move from apparatus to finish on the floor. Work with a partner to combine your sequence

    and your partner‟s sequence. Perform the new sequence as a pair.

Adaptations and variations on the task

Ask the children to:

vary the places in which they perform movements or actions, eg through,

    across, along, between, around large or small apparatus or mats

     use lower, separate apparatus and link fewer actions in the sequence (this will make the task easier)

     use higher, linked apparatus and link more actions in the sequence (this will make the task harder)

     perform the sequence using different apparatus

     9

(Year 3) Unit 14: Gymnastic activities (3)

Core tasks

Task 1

    Using floor and apparatus, create and perform a sequence of contrasting actions, eg three jumps and two balances, showing

    contrasting shapes. Make sure you show extension when balancing and flow when transferring your weight, so that the end of one action is the beginning of another.

Task 2

    Using floor and mats, create and perform a sequence that involves a clear change of speed, linking three balances with three different ways of travelling, eg balance, travel, balance, travel, travel, balance

Adaptations and variations on the task

Ask the children to:

     make their sequences shorter, user simpler actions and agilities, and reduce the number of elements they use (this will make the task easier) make their sequences longer, use harder actions and agilities, and increase the number of elements they use (this will make the tasks easier) perform the sequence with a new change of speed, level or direction, or to change a balance, shape or way of travelling

     work in groups, eg divide the class into groups of four and ask the children to start and finish at the same time

     perform the same sequence with different emphasis, eg twisted shapes,

    symmetrical balances

     use higher or lower apparatus

     use the apparatus laid out in a different way

     10

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