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| LEARNING OUTCOMES FOR THIS UNIT
Learners will be able to: ·

Respect the opinions and views of their group ·

Perform in the roles selected to the best of their ability ·

Perform a variety of roles related to athletics

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Other Key Skills which will be targeting in this scheme

Managing myself

Being creative

Managing information and thinking

Communication skills

Co-operative learning skills

Research skills

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Targeting Literacy and Numeracy Skills

Literacy skills

·         Students will contribute to group discussion

·         Students will come up with team names and motto's

Numeracy skills

·         Students will keep scores

·         Students will record times and measure distances

Digital Literacy skills

·         Students will use iPads to research skills and events

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Fundamental Movements skills targeted in this scheme

Running                     Throwing

Jumping                     Catching

Landing                     Balance

Walking                      Agility

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Organisation of the Learning Experience

The first week of this scheme will consist of introduction class to the sport education model. I will explain to students that each week will consist of a different discipline and between themselves they must decide who is the statistician, players and coach. Each week any students who are not participating or forget they’re gear will be my equipment managers.  Students will then be split into 4 teams, these teams must then come up with a team name, motto and flag, during this class they will be given time to design and colour their flag that will then be placed in the PE hall. The following weeks will consist of lesson where I will provide an introduction and demonstration of the skills but the students will then be given a chance to research the skill themselves on the iPads and practice and measure/time each other at the event and as a team decide who will represent the team in that event on the final day.

The final day will consist of a Mini-Olympics where I will have record keepers, equipment managers and referees also nominated from students who might not want to be active participators.

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Rationale for Selection of Instructional Model: Sport Education

According to Siedentop et al (2004) the goal of sport education is to educate the students with a ore wholistic view of the sport in mind. This is achieved by giving the students various roles throughout the scheme, these roles range from team coaches and team captains to statisticians.  Sport education is a model in which students are given considerable independence in making decisions (Cuevas et al, 2016). There are some students in this class who aren’t ‘sporty’ and often do not part take In physical education lesson. I feel that by finding other roles for these students outside that of players, they will be given the opportunity to achieve success and fulfilment in the physical education classroom. In contrast there are some very capable and sporty students in this class who will take to many athletics events with ease, by having a mix of all students of varying capability in groups, each individual should find themselves in role they feel comfortable with and enjoy.

I choose athletics for this model as there is such a wide variety of events that involve varying roles. There must be a statistician in each group to record team times, time averages and measuring distances. Safety is very important in athletics particularly with some of the jumping events and so it will be very important to have a safety officer. The variety of events allows for students of all capabilities to find a rile suitable to them. Each lesson will focus on a different aspect of athletics, students will be given to opportunity to swap roles each week depending on the discipline, If a student is a competent thrower but not confident at sprinting, they will be given the opportunity to represent the team in that discipline in the culminating Mini-Olympics event at the end of the scheme. This event should encourage team-work and motivate students to do the best for their peers and team mates.

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Learners Level of Knowledge, Skills and Attitudes:

Prior Knowledge:

Students in this third-year class have previously completed a 4 week athletics scheme when they were in first year so they should have a relatively strong prior knowledge base on athletics. They should be aware of some of the vocabulary regarding the various aspects of athletics they covered in first year such as sprinting and some of the jumping events (high jump and long jump).

Prior Skills

As the students have already completed a block of athletics while in first year, I suspect some of the students in the class are competent at some of the basic fundamental movement skills that are covered in athletics such as running, jumping and throwing. However, for the majority of the class I suspect that these skills may have been forgotten and not develop since first year.

Prior Attitudes:

This class has proven difficult to manage however their attitude towards court and invasion games is better than that of activities outside of these games. I do suspect some behavioural issues during this scheme however the sport education model may combat this as students will be taking ownership of certain aspects.

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| Subject: physical education | Topic:   Athletics
| No. of Learners: 26 | Gender:  mixed
| Average Age: 14/15 | Year:  3 rd years
| No. of Lessons: 6  | Duration of Lessons:  80 minutes
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| Specific Pupil Needs:  some students have various emotional and learning needs   |