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Summer fun- yes that includes getting your dissertation ideas moving!

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Summer fun- yes that includes getting your dissertation ideas moving!

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Check our our up-to-date dissertation preparation ahead of year 3. Add to this across summer as programme suggested.

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Your drafting ideas and readings for Dissertation next year.

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Your drafting ideas and readings for Dissertation next year.

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Let's be ready for next year ;).

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Sacred Heart mini lessons for Reception and Yr 5

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Sacred Heart mini lessons for Reception and Yr 5

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(Session 7) Group teach using a rotational approach.

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Session 7 - Activities for School- Sacred Heart during Session 8

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Session 7 - Activities for School- Sacred Heart during Session 8

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Reception and Yr 5 mini teach plans

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Sacred heart lesson plan - Year 5 (Chloe and Alisha) 

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Sacred heart lesson plan - Year 5 (Chloe and Alisha) 

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Session 7. Assignment planning (Rationale) and teaching for Sacred Heart Primary Teaching-Reception and Year 5 (Our Session 8 experience)

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Session 7. Assignment planning (Rationale) and teaching for Sacred Heart Primary Teaching-Reception and Year 5 (Our Session 8 experience)

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Post your Sacred heart Teaching poster here March 13th.
March 20th
Arrive to PE in Davies 0900
Get into your mini teach team
Get resources, equipment as required
Leave Davies at 0915
Arrive at Sacred Heart 0930
Sign in at front office
Go to PE outdoor area and set up.
Reception plan- one class divided into 3 groups (we have 3 teaching groups)
1000-1030- the class will divide into 3 groups. Each group will work with you for 10 minutes. Then rotate to another group. (3 times).
Mini break-re-organise for 1045 -1130 with Year 5.
Year 5 1015-1130
Again, 3 groups, 3 rotations- 15 minutes long this time.
1130- thank school colleagues, pick up and sign out, return equipment to Davies after a built in break.
Class restarts at 1210.

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Sacred Heart Catholic Primary - Roehampton

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Welcome to
Sacred Heart
Catholic Primary School

Sacred Heart is a warm and happy school located in Roehampton, South West London.

Our school has a rich history, rooted in the educational tradition of the Society of the Sacred Heart, and we aim to meet the unique, individual needs of all of our children in a caring and friendly atmosphere. We make the most of our extensive grounds for play, sports and outdoor learning activities. We also have a lovely prayer garden, planting area and many school pets including a Shetland pony!

Read More Watch our welcome video

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welcome to the website of sacred heart primary school roehampton

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Sacred Heart Catholic Primary - Roehampton website

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Sacred Heart is a warm and happy school located in Roehampton, South West London. Our school has a rich history, rooted in the educational tradition of the Society of the Sacred Heart, and we aim to meet the unique, individual needs of all of our children in a caring and friendly atmosphere.

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General BA Site-Year 2 creativity underpinnnings

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General BA Site-Year 2 creativity underpinnnings

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Please revisit programme introduction to your creativity focus (PE) module and assignment.

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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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Advocating for child and youth health and wellbeing -starting from PA and PE.

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'The Physical Health of Children and Young People' shows that some groups of children and young people begin life hampered by disadvantage due to their family grouping, geographical, cultural or socioeconomic circumstances. This report outlines a series of proposals to address the concerns that without effective co-ordinated measures led by Government, the next generation of UK adults will be the least healthy in living memory.

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'The Physical Health of Children and Young People' shows that some groups of children and young people begin life hampered by disadvantage due to their family grouping, geographical, cultural or socioeconomic circumstances. This report outlines a series of proposals to address the concerns that without effective co-ordinated measures led by Government, the next generation of UK adults will be the least healthy in living memory.

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Health and Wellbeing of Children in EY (S6)

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Health and Wellbeing of Children in EY (S6)

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Session 6 Lifelong PE for physical and mental health and wellbeing-resistance movement to improve physical and mental health and wellbeing

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Session 6 Lifelong PE for physical and mental health and wellbeing-resistance movement to improve physical and mental health and wellbeing

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Children's Alliance embrace four reports through early years, physical health, mental health and activity community living. Post your group focus- the report and then show and share how the theme of resistance is progressed.

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Generate opportunities to travel around the gym and negotiate the equipment

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Generate opportunities to travel around the gym and negotiate the equipment

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Session 5: Parkour through problem solving

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Session 5: Parkour through problem solving

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Negotiating equipment while traveling through general space. Team challenges.

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Session 4 OAA Early years-KS 1-KS 2 OAA progression using problem solving, team work and risk taking

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Session 4 OAA Early years-KS 1-KS 2 OAA progression using problem solving, team work and risk taking

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Placement option- free access from and to and by myphizz.com

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Placement option- free access from and to and by myphizz.com

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Following our PE toolkit mini workshop from Myphizz.com, herewith a ready-to-go Headteacher letter for any interest in sharing myphizz (could be this or next term) as you find it of interest/use. Potential links to PE, PHSE and the wider school community.

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Roehampton Uni and myphizz (HT letter for Agreed Procedures Meetings) Myphizz.com

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Session 4. Self-management as a way to foster creativity through problem solving , team collaboration and risk-taking in outdoor adventure activities

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Session 4. Self-management as a way to foster creativity through problem solving , team collaboration and risk-taking in outdoor adventure activities

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Making choices and taking risks through through micro adventures in and around your school and local community.

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Developing team work and communication using OAA (can be done indoors as preparation for outdoor playground/park experiences).
Curtesy of PGCE RLPE.

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Team work and Problem solving through OAA.PNG

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PE specialist 2022-2024 cohort sharing their planned LO and activity ahead of their teaching with peers

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Practice your lesson with a peer out of school/ and or colleague in school-could be a simple talk through to them reading the lesson, and or trying out the main learning focus with the equipment so that you build competence and confidence ahead of the teach.

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Top tip: use our PE subject specific guidance as an informal way to guide your planning and teaching and reflections for lessons where you are not being observed before more formal observations.

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Getting ready for your best PE experience over placement -Top tip #1

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Getting ready for your best PE experience over placement -Top tip #1

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PE Intent, implementation and Impact

Please share your tips and lesson plans, feedback together with your reflections. Let's share a few tips (please add to these as we go) to help with planning and teaching. e.g. Top tip:....... I am going to 'kick it off' with developmentally appropriate PE  lesson planning. That will give us opportunity to practice our PE practice ;0). Obviously everyone is developing teaching practice, so please use as you find it suitable /relevant.
Thank you. Best wishes,
Alison

1. Learning objectives- look at what the children are to learn as guided by the school's expected progression and national policy; EYFS or National PE Curriculum.

2. Then think about and decide what content could help pupils progress toward and attain that LO.
Find and select the Content (Knowledge) for your PE lessons. How? Options a-d. (What other ways work for you?)

a) You may wish to use our class Children Moving textbook as it has all progression spirals for all the main fundamental skill themes- simply ready to be adapted to your context of class, space and time available.

b) You may prefer to create content as we have (e.g. our own class created progression spirals on this padlet), as well as already created spirals by your previous PE specialists peers; https://padlet.com/alikawali1/4vctxrkn7gydpa40dy.

c) You may be provided the lesson plan(s), scheme of work, and simply need to adapt to reflect the learning objectives you have agreed and the constraints e.g. class time, year, equipment available and how to adapt for fully accessible engagement.

d) And or a combination of/with any of these.

3. Take the content knowledge and adapt to fit your plan through the pedagogy e.g. we progress skills into more complex patterns and tasks using movement concepts through your lesson plan. Aim to provide access and progression opportunity to your educational tasks and opportunitities; as we do in the spiral for novices to more experienced movers using those skills.

4. Audit your school area and equipment to check that your lesson is workable for you and modify what will not work in your context. Check it with the person who usually takes your PE class and use their insights from previous lessons.
I like to rehearse my lesson in my head ahead of teaching. Which strategies have you found helpful?

5. Enjoy your lesson and please post it with your valued feedback. Good luck.

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Skill theme: Kicking
Movement concept: Working with partners/Mirroring/Low & high/in front & behind
LO: To be able to use our kicking skills to create a mirror dance with my partners.
Questions: Which leg is harder to balance on? How can you incorporate levels into your dance?

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What level do you find easier when transferring weight and why?

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Skill theme focus: balancing. Working on mirroring and matching, different levels, group balancing and slow paced dance. Mirroring your partners balance.

L/O: to be able to create a dance with a partner or group focusing on balancing.

Question: How many ways can you balance with your partner?

Starting with balancing with your partner to the beat of music.
Second step is mirroring your partners chosen balance using levels.
Finally doing group balance using low and high levels.

Children will develop their skills and construct a range using prior knowledge of balancing skills, and possibility thinking.

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Session 3 Rhythmical movement possibilities 

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Session 3 Rhythmical movement possibilities 

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Movement possibilities - Class movement set: A-B-C
Opening your pedagogy to explore possibilities

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Session 1 Article -around teaching PE through metacognition (creativity principles: metacognition; critical thinking).

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Session 1 Article -around teaching PE through metacognition (creativity principles: metacognition; critical thinking).

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Session 1

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Pirate play in green space by blue space-body of water-imagination

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1. 1 person from each team runs to get a ball from the treasure chest (balls in the centre hoop). This uses the skill theme locomotor.
2. The second team member will walk the plank (balancing in a straight line) to the treasure chest. This uses the skill theme non-manipulative.
3. The third team member will walk to the treasure chest "in a storm" (in a zig zag motion). This uses the movement concept spacial awareness using pathways
4. The fourth team member will "scrub the deck" (crawl) to the treasure chest.
5. The fifth team member will skip to the treasure chest and "fire the canon" (throw the ball to another team member). This uses the non-manipulative skill theme
6. This progresses into a competitive game where all "pirates" will 'plunder treasure' from rival pirate ships by running and taking balls from other hoops while simultaneously listening out for movement instructions for 2 minutes. The 'pirate ship'/team with the most balls wins the game.

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Session 2

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The children need to understand they can walk in a variety of ways, using different pathways (prior learning).
It is important that they have an understanding of general space in order to dodge between others as a progression of being aware of their self space.
Following instructions is key in order to complete the game. This is for health and safety reasons. The instructions need to be clear and easy for the children in EYFS to understand. By doing appropriate modelling, the adult acts as a role model so that the children have an idea of what to do and understand that they are set instructions that they have to do safely.
Each skill has a phase to go with it so the children are able to have an associaton for each action for what they need to do.
A story line from the classroom to the outdoor space allows the creativity and imagination to flow in the children minds and gets them in the mindset. They are preapred for what is going to happen and engaged from the beginning.
Each phase gets called out randomly and the children need to listen and do the action that relates to the phase. They have to stay within an area which is the 'ship' for safety reasons - they do not want to go overboard.

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Class progression spiral 2 -combining fundamental skills experienced using a variety of movement concepts by a blue space through topic activities and games. (Topic: pirates)

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Class progression spiral 2 -combining fundamental skills experienced using a variety of movement concepts by a blue space through topic activities and games. (Topic: pirates)

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Pirate topic -exploring blue space through a variety of fundamental skills using imagination 

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Pirate topic -exploring blue space through a variety of fundamental skills using imagination 

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Session 2 - uses and develops imagination to create a series of pirate challenges and games exploring space, effort, and relationships through a Pirate play scenario

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Session 2 - uses and develops imagination to create a series of pirate challenges and games exploring space, effort, and relationships through a Pirate play scenario

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Progression spiral 2: Facilitate possibility thinking imaginative play using movement concepts of where the body moves (through space awareness), how the body moves (through effort) and in relation to other people and or objects (through relationships).

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Progression spiral 2: Facilitate possibility thinking imaginative play using movement concepts of where the body moves (through space awareness), how the body moves (through effort) and in relation to other people and or objects (through relationships).

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Let's modify the 'to-do' verbs using imagination to explore how these actions can be experienced (adverbs).

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PE Specialism- introduction to our class and our module

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PE Specialism- introduction to our class and our module

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Readings for Year 2 and Year 3.

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Educational games -worked examples from PG and BA generalists and PE specialists 

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Educational games -worked examples from PG and BA generalists and PE specialists 

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RLPE Generalist approach-and how our specialism contributes to our Roehampton and school partners PE community of practice

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RLPE Generalist approach-and how our specialism contributes to our Roehampton and school partners PE community of practice

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As PE specialists, you are creating progression spirals that are shared with our Primary PE generalists (BA and PGCE) on placement and beyond through our RLPE padlet series. This gives you a chance to deepen your subject knowledge and start to develop your PE subject leadership.

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Roehampton Lifelong Physical Education-Ecological approach and rationale (AMM, SoE, RLPE 2022).pdf

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Be inspired by our previous PE specialist cohort

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Be inspired by our previous PE specialist cohort

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Check out these fantastic progression spirals, accessible for school use now.

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Let's create our progressions for novice to more experienced movers. That way they can offer opportunity for all children. Include ways to adapt and offer options across each task challenge (School-based practice-early years all the way across the primary key stages). Read Chapter 3 of our class main text Children Moving.

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December 8th workshop with the Royal Opera House, 9am-4pm, PE classroom and movement hall,  Davies

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December 8th workshop with the Royal Opera House, 9am-4pm, PE classroom and movement hall,  Davies

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Look out for our workshop of how to develop creativity through dance

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ROH Create and Dance - Pedagogy Overview for University Partners (RLPE Creativity-dance workshop- yr 2s)

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2022-2023 Subject Specialism 1: Physical Education

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2022-2023 Subject Specialism 1: Physical Education

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Our PE specialist module site;).

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Creativity Specialism 1 introduction (general cohort) 

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Creativity Specialism 1 introduction (general cohort) 

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Capture, manage, and search all your video content.

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Session 1: Building awareness of essential knowledge, skills and competencies around frisbee throwing

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Session 1: Building awareness of essential knowledge, skills and competencies around frisbee throwing

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Workshop (Primary school based PE lesson shell modelled) overview
a) Teacher to class elicitation
Scaffolded process following direct teaching (Styles A, and C, Mosston and Ashworth, 2008) from teacher to student to show the what, the how and the why of the frisbee throwing skills (there are several techniques and strategies for Disc golf, and Ultimate Frisbee.
Check Frisbee powerpoint, alongside other supporting resources e.g. https://www.ukultimate.com/, https://bdga.org.uk/
Progression
b) Class in small groups (four)
Objectives:
-With your group, create a meaningful learning objective.
-Using our movement analysis framework (the wheel as a pedagogical guide) as a stimulus to combine movement skills with and through concepts.
-Create a challenge for pupils (novices to more experienced throwers) to explore and improve their throwing in varied contexts using a variety of concepts to build understanding and appreciation of decisions and moves which could help build interest in frisbee-related activities.
-Groups try challenges and then move to another challenge until class have collectively had four opportunities to experience throwing at different levels, to different levels of targets, using varied forces and traveling to some of these in varied pathways using varied locomotor skills.
Progression
c)The class then collaborates and reflects to progress the learning into a three-rotation class challenge circuit.

Amazing points-good practice shared:
Everyone participates at the same time and focuses on their performance which is not formally observed, evaluated or judged across the session (potential lesson series).
Each challenge area provided built-in adaptive options without T of P having to self-select who does what or how (each station offered 2-3 variations of how to enter and try out the challenge).
See the poster (Frisbee throwing progression spiral 1) for this outline. See the final progression here: https://roehampton.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=7ed80ffe-ee0a-4870-81fc-af1e00b9024a and lead up pics on this wall :).

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Capture, manage, and search all your video content.

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Frisbee throwing progression spiral 1- Our very first progression series of group tasks to create a frisbee throwing focused lesson. (Session 1)

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Frisbee throwing progression spiral 1- Our very first progression series of group tasks to create a frisbee throwing focused lesson. (Session 1)

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Learning objective series to explicitly learn (and teach) how to throw in a variety of ways using different forces, following different pathways for accuracy. Progression into a modified frisbee golf course.

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Session 1. Throwing (frisbee) CK developing using movement concepts as our PK; PCK- Pedagogical Content Knowledge -Group challenge

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Session 1. Throwing (frisbee) CK developing using movement concepts as our PK; PCK- Pedagogical Content Knowledge -Group challenge

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Session 1. Group challenge. Creating and practising.

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Session 1. Group challenge. Creating and practising.

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Session 1. Group challenge. Exploring ideas around the frisbee throwing skills to create a meaningful and enjoyable experience.

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Session 1. Group challenge. Exploring ideas around the frisbee throwing skills to create a meaningful and enjoyable experience.

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Session 1. Group challenge. Show and tell and teach.

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Session 1. Group challenge. Show and tell and teach.

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This is a super text to help us build content knowledge through pedagogy (Graham et al., 2020). This is freely available in the library.

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Building on from our generalist PE series.

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Our supporting text for a UK perspective to primary physical education

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Our supporting text for a UK perspective to primary physical education

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Pedagogy, policy, practice around primary PE. Also available in our library. (Griggs and Randall, 2022). With a super chapter (14) on creativity from Gerald himself!

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Session 1. Group challenge. Creating and practising the learning task.

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Session 1. Group challenge. Creating and practising the learning task.

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Session 1. Show and tell and teaching of the created group challenge.

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Session 1. Show and tell and teaching of the created group challenge.

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This is not recorded as we are out doing PE!

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Session 1 PE Specialism- Creativity; metacognition and our Physical Education programmes of study (DfE, 2013) (4)

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Building content knowledge through conceptual understanding -continuing our PE journey.

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Building content knowledge through conceptual understanding -continuing our PE journey.

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The movement analysis framework - found in our main class text; Children Moving (Graham et al., 2020), provides a pedagogy to support planning, and teaching using formative assessment of how children move (outer ring -concepts) as they access,  attempt, and improve the fundamental movement skills (inner ring-general skills/skill themes). This is highly suitable for early years through key stage 1 educational expectations.
Revisit our Early Years framework (DfE, 2021) and PE National Curriculum (DfE, 2013) see how and where you can use this to support and develop your practice.

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The movement analysis wheel (Graham et al., 2020)

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Articles incorporating creativity into our PE practice (creativity principles-possibility; critical thinking)

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Articles incorporating creativity into our PE practice (creativity principles-possibility; critical thinking)

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Session 2. Experiencing movement education through possibility thinking.
Invitation. Please add any current articles (e.g. 2017 onwards) to help us build our class bank. Pinpoint the aspect of creativity and PE practice this supports.

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Many physical education curriculum frameworks include statements about the inclusion of critical inquiry processes and the development of creativity and problem-solving skills. The learning environment created by physical education can encourage or limit the application and development of the learners' cognitive resources for critical and creative thinking. This article presents the argument for critical and creative thinking in physical education, and then describes and explains pedagogical perspectives and teaching tools that foster student inquiry, creativity and problem solving in physical education. The ideas and examples presented are consistent with the expectations of contemporary curricula frameworks, such as the SHAPE America National Standards for K-12 Physical Education, the International Baccalaureate Middle Years Program, and the Australian Curriculum for Health and Physical Education.

Additional information

Notes on contributors

Shane Pill ( shane.pill@flinders.edu.au ) is an associate professor in the College of Education, Psychology, and Social Work at Flinders University in Adelaide, Australia. Brendan SueSee is a lecturer in the School of Linguistics, Adult and Special Education, Faculty of Business, Education, Law and Arts at the University of Southern Queensland in Toowoomba, Australia.

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Including Critical Thinking and Problem Solving in Physical Education

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Many physical education curriculum frameworks include statements about the inclusion of critical inquiry processes and the development of creativity and problem-solving skills. The learning environment created by physical education can encourage or limit the application and development of the learners' cognitive resources for critical and creative thinking.