# data[].attributes.headline
Rationale for selection of instructional model: Sports Education-Soccer

# data[].attributes.subject
Rationale for selection of instructional model: Sports Education-Soccer

# data[].attributes.body
From teaching my first year group, it is clear that not every student is as involved in sports as some. However, this should not matter inside the PE class. It is important for each student to feel that they have a role in the class and that they can use the different skills they have in different ways. Soccer is an important sport to develop foot and eye coordination. Learners can develop their fundamental movement skills such as; dribbling, shooting, passing, running and jumping. Soccer allows for a fun competitive atmosphere to be created in the classroom. The 6 week scheme will give students the basic understanding and skills to play a soccer game. It will also give students different opportunities to be included in the class. This model includes different roles and responsibilities for each student. For example, a student might be given the role of referee or coach. This will give the students who may be weaker an equal chance to be involved in the lesson. The students will stay in the same roles they are given at week 1 til the end of the scheme so that they can improve in these and can then hold a mini tournament at the end of the 6 weeks so that the students can showcase their different roles in a competitive element. Situated Learning means that learning is more in context with what sport is like outside PE in the sporting world. It also encourages more leadership and interaction."Sports education id a curriculum and instruction model designed to provide authentic, educationally rich sport experience for girls and boys in the context of school physical education" (Siendentop, 1994).
With an interest in providing to students meaningful and culturally situated sporting experiences, Sport Education is probably the most implemented and researched pedagogical model worldwide. It will benefit my students in many different ways and will allow them to see sport as a whole organisation rather than just player based.

# data[].attributes.body
Prior Knowledge:  Learners have more than likely played soccer in primary school. The majority of boys are on soccer teams and have played since they were young.

.

Prior Skills Learners have a good level of fundamental movement skills, including running, jumping, skipping and turning. The majority of students have a good skill level in passing and shooting, but some students struggle with them.

Prior Attitudes: Learners have developed communication skills through team games, the majority of students enjoy P.E but there’s one or two that don’t enjoy it.

# data[].attributes.headline
Learning intentions and Learning outcomes:

# data[].attributes.subject
Learning intentions and Learning outcomes:

# data[].attributes.body
Cognitive Domain:

Apply their knowledge of the basic rules of soccer, and having spatial awareness in warm up games.

Psycho motor  Domain:

Demonstrate an ability to dribble Using the right technique.

Affective Domain:

Participate confidently in the activities and support their team mates.

# data[].attributes.body
Well-being is now being focused on much more in schools. In my own school there has been an effort to create awareness about the topic by putting up posters and having talks on well-being for different year groups. Sports education will allow all students an equal opportunity for all students to participate in the lesson. This will benefit the students well-being as they will feel more confident about their participation in PE. Some students may be slightly nervous or shy when performing in PE so it is important that these students are given the chance to perform in a different area for example, record keeper. This will also promote self-esteem among the students as they will be more comfortable in the classroom.

# data[].attributes.body
The 6 week scheme will be held on the AstroTurf pitch, however if the weather is bad , we will have to move into the court.   Housekeeping such as role call, removing jewellery , laces tied will all be completed in the first few minutes of the lesson. A recap on the previous lesson and an introduction into what will be doing today will be included. The class will begin with a fun warm up and then progress onto student lead stretches. The main body will introduce the skills or the movements and be taught through drills or actual game play . Each lesson will end in a game and then finish up with a quick cool down. Questions to recap on the lesson will be asked at the end.

# data[].attributes.body
Soccer ball
Goals
Bibs
Cones

# data[].attributes.body
Literacy will be included in various ways in this scheme. Students will learn the names of each role involved. They must also use they key words during the scheme to identify each person in their group's role. Learners will learn the key words involved in soccer that they may not be familiar with. It is also important that the coach is familiar with these words so that he/she can use them with their team. As well as this, any students unable to participate in any week of the scheme will complete a soccer worksheet to help improve their literacy. Learners will also be constantly discussing tactics with their teams which will involve using the soccer terminology.

# data[].attributes.body
Numeracy will be in different elements of this scheme which all students will come in contact with. A student may have the role of score keeper and so must take down the results of any matches. As well as this, they may have to fill out a statistics sheet and gather data to get results of how players performed. This role would suit a student who had an interest in maths and be a cross-curricular link. Students will also be introduced to numeracy through the dimensions of the soccer pitch.

# data[].attributes.body
Students may be exposed to digital fluency in this scheme in the last week or two. One student in each group will be given the role of photographer and will be allowed to take team photos and photos of the matches on the school iPad. This will show the students how they can use technology when completing a soccer scheme of work with the sports educational model.

# data[].attributes.body
Assessment is very important for learners so that both they and the teacher know how they are getting on and how well they are understanding the different tasks. As this scheme will use the sports education model, students will also assess each other. For example, it may be the role of the coach or the captain to assess the other players and give them help if they are struggling with a particular skill. Assessment will also be carried out in the last week by having a tournament among all the teams.The students will also have to fill out a self-evaluation sheet which they will examine their own skills. Peer assessment will be central to this scheme of work as teams will constantly be working together and so will assess their peers skills and help them when necessary. Students will be given a level and sub-level certificate created by the teacher for students efforts in Physical Education. One will be for their performance of the new skills they have learned and the other will be for their knowledge on the topic of soccer after the 6 week scheme.

# data[].attributes.body
Variety in group size (individual, pair, small, whole class)

Variety in level of challenge

Resource choice by student

Variety in time allowed to complete tasks (by ability)

Student choice (of task or order of completion)

Variety in resources

Variety in assessment

Variety in teaching strategy

Types of questioning

Extension activity

Task outcome

Type of task (specify) Practical