Prior Skills: The students have an appropriate understanding of the fundamental movement skills of running, jumping and throwing. This is a mixed ability class where all students have developed the skills of balancing, transferring weight and rolling at their individual level. It is hoped that these skills will be progressed further throughout this unit of work.

 

Prior Attitudes: This class have a positive attitude towards P.E. and most students work well together as a group. There are a few students who need further encouragement to engage fully and appropriately.

As this group of students have such a mixed ability level, it will be important to implement differentiation and personalisation throughout this scheme. Learning in the TPSR models needs to be student centred. “Learners must be expected and allowed to progress in uneven patterns” (Metzler, 2005, pp. 217). Students will be provided with a personal record form that they will complete each week. This sheet will encourage reflection and self-assessment and allow students to set goals and plan for the future. Providing students with a challenge to complete at home each week will remind students that this responsibility must carry on outside of the classroom. Students will be taught to become responsible for their own health and wellbeing, while also being sensitive and responsive to the wellbeing of others. 

The main body of the lesson will introduce the skills to be explored and provide choice and variety to students. As suggested by the NCCA (2016, pp.9) students will have the opportunity to apply their learning as they “design, implement and evaluate their own physical activity programme.” The majority of skills will be introduced by the teacher using explanation and demonstration before the responsibility is passed to the students to complete all tasks appropriately. 

Each lesson will conclude with a cool down and a set time will be allocated for reflecting on the lesson. Students will engage in discussion with both the teacher and their peers as they provide feedback on the lesson completed. Finally, the home-challenge will be set, and students will return to the dressing rooms to change into their uniforms.

Poster retrieved from Luttrell & Chambers (2013). 

During the seven weeks, students will complete reflective journals and self-assessment worksheets. They will become familiar with the characteristics and behaviours indicative of every level on Hallison’s (1995) Levels of Personal and Social Responsibility and become competent at recognising and identifying their own level (Luttrell & Chambers, 2013). An informal approach to assessment will be taken throughout this scheme because according to Lund & Tannehill (2010, pp.181), “to grade on a construct such as responsibility defeats the purpose of teaching it.” Worksheets and task cards will be used throughout the scheme which will provide students with clear criteria to compare their progress with over the seven weeks. Students will be provided with guidelines for, and practice of, taking responsibility for their own health and wellbeing and contributing to the wellbeing of others.

Poster retrieved from Luttrell & Chambers (2013).

Staying well: Students will work towards improving their health and wellbeing through physical activity. Students will be supported as they progress through the scheme and gain improved confidence in a range of skills. Students will be challenged each week to engage in physical activity outside of school. 

Communicating: Students will communicate with their peers and teacher as they discuss and reflect on the lessons each week. Students will provide feedback to their peers on what they have observed, and they will also act as a source of motivation and encouragement for their classmates. 

Working with others: Students will work in pairs and groups each week as they learn to respect and value the feelings and opinions of others. Students will support and encourage their peers as they participate in a number of challenging activities each week. 

Equipment used in this scheme include: Cones, yoga mats, chairs, bibs, tennis balls, dumbbells, steps and a sit and reach box.