Physical Education - Exemplification in subjects - A Coherent Pedagogy for Secondary Schools

Physical Education
A Physical Education Lesson in Key Stage 3

Pupils arrive and sit in horseshoe formation around the white board. The expected learning outcomes are written on the white board and shared with pupils.

The focus is on what pupils will learn rather than what they will do. Key vocabulary for the lesson is introduced and reinforced if necessary to ensure that all pupils understand the terms to be used in the lesson.

Careful questioning informs the teacher of pupils' different levels of understanding.

Throughout the lesson the teacher uses questions, observation and pupils' feedback to identify the need for differentiated tasks.

Video extracts of County standard players and demonstration by pupils to the whole group, with the teacher providing a running commentary, may be used to establish expectations at the start of the lesson.

The teacher is familiar with the video material and tells pupils what the expectations are for their feedback.

In the exemplar Year 8 Badminton lesson video material is used to prompt pupils to anticipate the next shot and give clear reasons why.

The teacher allows a short (10 seconds) 'thinking time' and then identifies pupils to respond, providing verbal clues where necessary.

There is an expectation that pupils will give extended answers and engage in debate if the situation arises. One word answers are not accepted.

During the main part of the lesson the teacher moves around the class asking appropriate questions and intervening where necessary, directing specific questions to players, coach or umpire.

This ongoing assessment for learning enables the teacher to give very specific feedback to pupils and to tease out in-depth responses.

A 'mini-plenary' during this phase of the lesson allows both teacher and pupils to review progress, reinforce key learning and identify targets for the next phase.

In the Year 8 Badminton lesson, for example, pupils are asked to focus on how court positioning can help the anticipation process.

The teacher plans questions and has expectations regarding the responses.

In the final phase of the lesson the teacher allows consolidation of learning by letting the games play.

There may be interventions to ask questions or make a point, for example, 'Could you have used another shot?' 'Could that have won you the point outright?' 'Why did you not try and finish the point when you had the opportunity?'

Letting the pupils play enables the teacher to observe how far they are applying what has been learnt.

The teacher then considers some key questions: 'What do I need to think about to move them on or consolidate next lesson?

Are the activities I planned inclusive of the whole group?' Pupils observing sit outside the tramlines to the right of the court with everyone in a position where they can see the players and hear comments clearly.

During the final plenary the teacher selects a group to demonstrate, showing clearly the intended outcomes. Pupils move to the whiteboard area.

A pupil is invited to come to the front and remind the class of the lesson objectives, say how far they feel these have been achieved and identify what the class needs to work on. Other pupils are invited to agree, disagree or add to this evaluation.

The teacher gives a summary of the lesson and highlights key strengths and areas for development.

Finally the teacher sets a homework task which relates to the lesson objectives and requires pupils to draw on and develop the skills, knowledge and understanding gained during the lesson.