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Welcome to our ELE module 201, 202, 203, 204 and 205! All plans have been created and taught by our students through inter-group micro teaches.

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Welcome to our ELE module 201, 202, 203, 204 and 205! All plans have been created and taught by our students through inter-group micro teaches.

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Please use our shelf approach to each session. Add your group pics, videos and plans under each shelf; Session 1, 2, 3 and 4.

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Audit your current understanding and post areas of interest to improve your capacity to plan and teach exciting and accessible movement experiences through EYFS and PE.

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Interleaving to entice and engage children diverse in how they think, move and learn.

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Interleaving to entice and engage children diverse in how they think, move and learn.

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Please add some of your own fabulous ideas to bring movement problems into PE, springboarding from the national curriculum and its traditional areas.

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Movement challenge through an ecological approach
1. In 100 seconds create 3-5 different ways to move your beanbag using a variety of body areas around the gymnasium.
a)Show your partner.
b) Try their solution, and have them try yours.
c) Combine these.
2. Move onto next inquiry problem.
You can plan this through your progression spiral where you interleave and both practice fundamentals as well as allow for other moves to emerge.

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Group work- audit of current policies around developmental movement and  Physical Education 

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Group work- audit of current policies around developmental movement and  Physical Education 

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In a group unpack these policy guides and post connections. How?
1. The learning journey Come up with your own enhanced learning experience to bridge EYFS prime areas with KS 1 PENC. Describe how to set up and teach it. What PCK is needed?
2. The medium for that journey
Then provide an educational movement activity means to progress into more complex KS 2 activity experiences, challenges and game forms. (Take a pic or two to show this).

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Plan your experience on your poster -map it out, try it, take a pic of it, together with pics of your actual micro teach, and post under this Session one shelf. Use your group name here too (See your group PE audits).

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This task can be pedagogically adapted through any teaching style, experiential learning, instructional model, themed /topic approach. etc. We have 4 sessions to experiment with a variety of ways to plan for and teach quality PE.

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Focused around movement skills - throwing,  catching, running, jumping, balance, swimming, creativity (dance) personal spatial awareness/safety, in different contexts/applications. Expanded upon throughout the curriculum to more complex movements. Developing competitiveness with the self (challenging progression) and others, developing teamwork through group activities and sports games.
Opinions; sense of team competitiveness can be lost in favour of easier behaviour management. This can affect resillience/response when not winning. Competitiveness can be explored in team competitiveness which links to teamwork to help with resilience as part of a group.
Before this course, I was not aware that swimming was a required part of the national curriculum. There should be more funding for schools so parents do not have to fund swimming as this increases a divide/widens the attainment gap for some disadvantaged children in P.E who's families may not be able to fund this (particularly expensive if there are multiple children). This can lead to inequality and also lack of experience as these children may also not be able to have swimming opportunities outside of school due to cost.

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I did not teach on BSE, and didn't get the opportunity as they had outside visitors to teach tennis - it was clear that PE is important to cater to all needs (inclusive and adaptable) and that if PE is fun, children will be more engaged and willing to learn/go to PE lessons

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Physical Education: What we know about Physical Education. 203 Angels

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Physical Education: What we know about Physical Education. 203 Angels

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Within physical education in the primary setting. Within these lessons, inclusivity is a vital thing to include as it makes sure everyone student is taking part and are engaged within the lesson. Making sure the lessons are adaptable, are important when teaching physical education as it creates a clearer understanding for the children.

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When planning lessons they should be adapted to meet the needs of all students in your class.Lessons should be engaging! children should learn effective lifeskill such as team work.There should be healthy competition involved in P.E.

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When planning lessons they should be adapted to meet the needs of all students in your class.Lessons should be engaging! children should learn effective lifeskill such as team work.There should be healthy competition involved in P.E.

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Through my observations on BSE, I noticed that the younger children use PE as an opportunity to go crazy and have fun. This could be great but it results in injury and chaos

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As teachers, we must understand the aims of the NC and the learning outcomes that will have a positive impact on children's physical well-being. One example is through the skills of agility, co-ordination, sequence of movements and balancing. This can be achieved when teaching a lesson in gymnastics. Teachers must ensure that activities can be adapted to suit the needs of all individuals including SEND.

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PE lessons should provide children with the opportunity to develop movement skills as well as agility, balance and coordination, individually and with others.
Observed several lessons which focused on developing movement skills and balance with a link to gymnastics.

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Most of us did not get the chance to teach PE on BSE placement, as they had a specialist teacher. One lesson that was taught was gymnastics with year 5, front rolls, back rolls, cartwheels and balancing together and alone, I was not aware of what the LO was.
One of us had a conversation with the PE specialist regarding increasing children's confidence learning PE, this involved focussing on developing skills instead of competitive lessons.

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PE is about different movements, in the first year we explored these themes using a wheel. We learnt to work as a team and collaborate our ideas. PE could be used as a different way of communicating, as we use our body's to express ourselves.

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The focus of the national curriculum in PE is about fundamental skills and movement concepts in the six key areas: gymnastics, games, dance, athletics, swimming and OAA.

On BSE, we both had the opportunity to teach PE lessons such as orienteering, gymnastics, fitness and ball skills. My BSE placement also followed a scheme for PE called REALPE which was interesting to observe.

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204 PACA - Treasure island assault course

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We did not teach much PE at BSE however we had the opportunity to observe PE lessons for example in year 1: we saw children learning gymnastics, tuck jump and high jump. In year 2, I also observed throwing and catching the ball but also some dance practice.
In terms of the National curriculum we need to allow children to have the opportunity to develop there movement skills and control.

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Some of our group did not get to teach any PE because there were coaches who taught PE.
However we had the opportunity to observe the skills children developed in PE such as dribbling in basketball, throwing, catching and skipping skills. From our observation we understand the importance of warming up and cooling down and having a starter. The children could communicate with their partners to explore the skills taught in the lesson.

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PE lessons should allow children to apply a range of skills such as: running, jumping, games and gymnastics.
In our group, 2 of us taught a lesson of catching and throwing and gymnastics whilst the other two observed a lesson of basketball and athletics which allow children to have core strength.

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In Reception, pupils learn the fundamental movement skills to: roll, crawl, walk, jump, run, hop, skip and climb.
In KS1, this progresses into children mastering movements such as, running, jumping, throwing and catching, which develops their balance, agility and co-ordination skills.
Within a lesson, running and jumping could be incorporated into an obstacle course.
Within EYFS to develop these skills, students could practice jumping from two feet. To then develop this further, in KS1, children could then try jumping from one leg to another.

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To utilise the guidance provided by the curriculum (development matters) in order to inform planning and practice within the EYFS. We had more opportunity to observe rather than teach PE, in which we could see the progression and development of technical skill in a sequence of lessons.

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What is PE?

PE is a subject to develop physical skills through a range of sports, movements and activities. Each sport within PE focuses on their own variety of skills such as dribbling, agility, flexibility and so much more. PE encourages the children to psychomotor learning by play and movement exploration.

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In Year 1 at University we learnt a lot in PE. We have also had lots of experience teaching PE in class. In year 1, we experimented and created obstacle courses. In BSE 1, I taught a sequence of PE lessons using obstacle courses and agility sport activities. Our understanding of PE is that the activities need to be fun and interactive but also include lots of movement and improve the children’s fitness.

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EYFS - Physical Development. Fine and gross motor skills. Sometimes there is a lack of risk taking activities in primary schools as well as outdoor opportunities. Rec class on placement had a lack of knowledge on the fundemantal skills (catching, throwing, running etc). Taught dance during placement (YR2) by following Twinkl presentation. The theme was plants. Three lessons prepared them for 4th lesson to be about performance (skill) and another lesson on story telling through dance (Jack and the Beanstalk). Had someone from Chelsea to do fundamental skill lessons (running, throwing, jumping). Skill themes and movement concepts. OAA/Athletics/Games/Dance/Swimming/Gymnastics

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-Gross motor skills and fine motor skills
-The wheel is the basis of PE
-Children should be active everyday
-Activities can be done with and without resources
-Children can take advantage of their local green spaces e.g. parks (their gyms) and school playgrounds
-Children can take part is sports games
-The school can have a sports day
-After school sports clubs
-Swimming lessons with and as an extra curricula activity
-PE is inclusive for all - make sure to adapt lesson plans to let all children be included.
-Plan lesson to endure that they are accessible for all children, including those with SEND
-Base lessons around children's interests, such as moving like unicorns, monsters, etc.

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PE - 202 Fatma Ibti Deena Orinthia and Marta :)

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PE - 202 Fatma Ibti Deena Orinthia and Marta :)

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BSE1 I taught in a  year 1 class of yoga. Key terminology: balance, stretch,  positions, posture, focus on breathing. There are different stretches using the GetSet4PE planning format to plan lessons. Included different contexts such as imagining if children are in a dessert and they have to do the "cactus pose" or the. "cattle pose for example". Every week was a different theme. THere were different sounds in the background to help pupils imagine they are in this area. THere was also a guided meditation.

Taught a year 2 class - dance—key terminology: stretch, jump, twirl, hop, sequences.

Year 4- Netball. We focused on the leg movements, making sure that the children mastered the "ice cream" technique. Mastering teamwork, using different techniques to catch, dribble, and throw the ball.

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Group 202- Sasha, Kate, Rachel & Maryam :) 

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Group 202- Sasha, Kate, Rachel & Maryam :) 

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By the end of key stage 1, children will need to master the fundamentals such as catching, jumping and throwing.  This helps to develop gross motor skills.
In key stage 2, children will be introduced to competitive games- creativity, taking risks and adaptive practice where everyone is included.
Progression to help master the fundamental skills

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Under the national curriculum as well as our placement school implemented taking part in PE twice a week, this ensured that children were physically active for sustained periods of time as well as engaging in competitive sports and activities. Therefore this means that they will lead healthy and active lives.  In key stage 1, they are to master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in various activities.

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In BSE 2, I observed hockey being taught in a year 5 class. To begin the lessons they focused on skills and then towards the end of each lesson, they did a competitive game. For the competitive game, they joined with the other 2 year 5 classes which made them even more competitive. For adaptive practice, there was a boy who had a brain tumour and was going blind which meant he couldn’t see where the ball was. To adapt the lesson, we used a guided ball which meant he could participate the same as everyone else. This also raised awareness to the other children

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•Create your own resistance spiral and incorporate some movement challenges which have known solutions (e.g. a squat is a squat), as well as others that may need known fundamental and more advanced motor skills as well as those which emerge (e.g. Cross the playground from one cone to the other and back relay challenge using 3-5 travel, stability and manipulative skills; team/peer/self choices).

•Team spiral with pics and pic of spiral please upload under Shelf session 2.

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Body resistance progressions (I Can Resist, Murray, 2023)

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Building stronger bodies...and identities? What is your vision - a philosophical cool down....    Please reflect on how you collaborated within your team. Please provide a brief reflective insight to the three areas:       

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Building stronger bodies...and identities? What is your vision - a philosophical cool down....    Please reflect on how you collaborated within your team. Please provide a brief reflective insight to the three areas:       

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1. How do group movement challenges such as our "I Can Resist" might make and strengthen connections around the idea of 'fitting in' (as a Roehampton student, and one of ours (trainees) year 2 student-teacher; that sense of belonging)? How might you use this idea for pupils in your class through PE?
2. How do leading and collaborating within your movement challenge team in our PE enhanced learning offer opportunities to think about and to try out your current roles (and future role as an ECT? Who am I/ are we (being) in this role?
3. Who will I be (becoming)? What potential do such educational activities have to link to future practice (as teachers?)
Please share an idea of how you could take initiatives (such as the "I can Resist" program to develop pupil belonging in the class/school as they strengthen themselves physically, and emotionally.

Thank you- we can share your ideas together with the program for placement and for ECT practice.

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204 PACAA

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To make the activities more inclusive - adapt movements and give the pupils choice over their own abilities for example an army crawl can be done in different ways, demonstrate these and those less able can choose a different way.
Make sure language is inclusive- don’t say “if you can’t do that do this” instead say “show me different ways to do this moment” or “here’s another way”

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Group 205.

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Today I learnt how to use my own body to do resistance training!
We experimented different movements to condition different parts of the body.
We made a progression spiral making links to “I can resist” using different amounts of time to hold the movement, this makes it adaptable for different abilities and adding more time to progress development further.

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To make the exercises more accessible ensure to have an ‘or you can do this’ rather than ‘if you can’t do that, do this’.
I learnt how freezing in any position can be resistance as you could be using your core or arms or legs.

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Nora, Sophia, Olivia, Tilly and Aleyna 201

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Nora, Sophia, Olivia, Tilly and Aleyna 201

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24 hr clock warm up and main session

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Today we learnt how to incorporate resistance movements to a game suitable for EYFS/KS1 children. Although children may be unaware of the name of each movement; they can participate through context.

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Today we learnt that a skill incorporated into an activity must be taught individually (to model the correct stance and form). For example in the early years when teaching a squat ensure the children have the opportunity to practice the stance before a more complex activity including this skill is used in a lesson. This links to the importance of ensuring comfortability for children in lessons (efficacy)

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Today we have learnt how you can adapt traditional games children play to incorporate resistance skills to deepen children's muscles and recognition of body movements

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What’s the time Mr Wolf game
Reflection = Adapt to your class by changing the number/style of techniques used to challenge children. Children could create their own technique.

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In today's seminar we have learnt how to involve fitness within common games that children know of. This encourages engagement and also teaches them the important of teamwork. The fitness that was taught in the game was to impact various areas of the body.

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NC: play competitive games, develop control and balance

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NC - Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. (Develop control and balance)

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NC link-

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

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Rainforest Rumble - I can develop my ABC through a range of pathways (in a rainforest)

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Chelsea, Sarah, Riley and Jamie

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NC link- develop control and balance (ks2)

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Sagal, Aisha, Nazish and Alyssa

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Our Wider Curriculum 3 moodle site :) 2022.23

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Our Wider Curriculum 3 moodle site :) 2022.23

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Welcome to the University of Roehampton Moodle

For Moodle 2019-20, please visit https://archive2019.moodle.roehampton.ac.uk

If you require a password reset, please use the Password self-service or contact the Service Desk

We strongly recommend using Google Chrome or to access Moodle to avoid technical issues. Mozilla Firefox as the internet browser

For self-help with using Moodle, Turnitin, Bb Collaborate, ePortfolios, ReCap/Panopto, please refer to our Help Guides below:

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Welcome to the University of Roehampton Moodle For Moodle 2019-20, please visit https://archive2019.moodle.roehampton.ac.uk If you require a password reset, please use the Password self-service or contact the Service Desk We strongly recommend using Google Chrome or to access Moodle to avoid technical issues.

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Our lesson plan 204

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Empowering children to respect their body is important and PE can have a solid impact on this. Teaching children the fundamental movements and encouraging them to use these in a variety of ways gives children skills that they can take with them through life that can improve on their physical, mental and social health.

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S4: Being able to transfer key concept/skills/activities into placement. Gives a better insight into what to put for weekly reviews in which we are expected to refer how the taught course inform our practice, Padlet is a good resource to do so. Creating assessable lessons for all children and finding ways to adapt it to individual needs. Utilizing indoor and outdoor spaces.