| Subject: PE | Topic: Invasion Games
| No. of Learners: 21 | Gender: Female
 | Average Age: 13-14 | Year: 2^nd Year
| No. of Lessons: 6 | Duration of Lessons: 80mins
| Specific Pupil Needs: One student with dyslexia One student with ASD Four students with SLD’s – language, numeracy, literacy and numeracy and reading and writing. One of these students also has cerebral palsy One student with a MGLD   |  

Students have completed blocks of badminton, athletics, fitness module, gymnastics and soccer. Students have also completed a seven-week module on health-related fitness using the PSR model and so understand the importance of exercise and the various types of exercise which will assist them in being responsible for and maintaining physical activity levels along the lifespan. They have also completed a Sports Ed model through the topic of dance, so students have an understanding of both playing and non-playing roles. Some students in this class participate in sport outside of school, so some students will know how to operate as a team. 

 

Students should be competent at a range of FMS after first year PE. We also developed some locomotor FMS during the HRA model including jumping, skipping and running. Although some students still have difficulty some FMS such as vertical and horizontal jump. One student has cerebral palsy so has difficulty with balance and co-ordination.

 

This class have several students in the group who have a negative attitude towards PE and who struggle to participate. These students have a lazy attitude towards PE so need to be encouraged but not pushed or they will not participate. There are behaviour issues with some students in this group.

This co-operative model aims to promote interaction between students. This will encompass five elements which will be monitored over the course of the six weeks. They are abbreviated PIGS FACE; positive interdependence, individual accountability, group processing, social skills and face-to-face interaction. Although though students in this class participate in sports outside of school and are team members, the majority do not and therefore lack interaction in a problem-solving context. Through cooperative learning teaching strategies, students will learn the skills to co-operate in a sport context which will stand to them both in school and as they continue to further education and as general life skills which they will need to interact and work with others in their future careers. 

 

Outdoor Adventure Education is an exciting module which students will benefit from greatly. It will encourage students to partake in activities which contain an element of adventure in a controlled environment. It will allow students to develop personally, socially and physically in a safe and challenging environment. Students will stimulate and develop qualities such as self-reliance, self-confidence, trust in others, regard for others, co-operation, leadership skills and responsibility. This six week block of outdoor adventure education will give students the opportunity to learn new skills through team challenges and orienteering which will not only benefit them now but in the future as they will be learning life skills.

 

 

Learners will be encouraged to work together with their team mates in throughout all tasks to achieve a common goal. Teamwork is a key skill which will be visible throughout the six weeks

Leaners will be challenged to be physically active and healthy throughout the weeks.

Learners will also be asked to abide by rules and look after each other.

Learners will be encouraged to reflect on their own experiences and progress throughout the module. They will also be asked to set goals and evaluate them at the end of the six weeks to see if they have been achieved.